Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
Perturbation-based Training on Compliant Surfaces to Improve Balance in Children with Cerebral Palsy
Children with cerebral palsy suffer from balance deficits that may greatly reduce their quality of life. However, recent advancements in robotics allow for balance rehabilitation paradigms that provide greater control of the training environment and more robust measurement techniques. Previous works have shown functional balance improvement using standing surface perturbations and compliant surface balancing. Visual feedback during balance training has also been shown to improve postural balance control. However, the combined effect of these interventions has not been evaluated. This paper presents a robot-aided rehabilitation study for two children with cerebral palsy on a side-specific performance-adaptive compliant surface with perturbations. Visual feedback of the participant’s center of pressure and weight distribution were used to evaluate successful balance and trigger perturbations after a period of successful balancing. The platform compliance increased relative to the amount of successful balance during each training interval. Participants trained for 6 weeks including 10, less than 2 hours long, training sessions. Improvements in functional balance as assessed by the Pediatric Balance Scale, the Timed 10 Meter Walk Test, and the 5 Times Sit-to-Stand Test were observed for both participants. There was a reduction in fall risk as evidenced by increased Virtual Time to Contact and an increase in dynamic postural balance supported by a faster Time to Perturb, Time to Stabilize, and Percent Stabilized. A mixed improvement in static postural balance was also observed. This paper highlights the efficacy of robot-aided rehabilitation interventions as a method of balance therapy for children with cerebral palsy.