Multicenter Study That Offers New Solutions for Paediatric Rehabilitation by Proposing a Rehabilitation Plan Based on Each Child's Needs Using New Technological and Robotic Devices, Combined Among Them.

A standardized, valid, and reliable tool for assessing the quality of upper limb movement in children with neurological deficits aged between 2.5 and 15 years. The MA2 measures four elements of movement quality: range of motion, accuracy, dexterity, and fluidity. It consists of 14 items for reaching, grasping, releasing, and manipulating simple objects. For each item the examiner gives a score ranging from 0 to 4, higher score corresponds to better performance.A raw score and percentage score are provided for each of the four sections, which will be analyzed separately. The test is administered by video recording the child's performance, which will be evaluated later by the examiner.

The ABILHAND-Kids is a brief questionnaire that measures 21 key bimanual daily activities. The score is assigned by a parent based on the difficulty the child has in performing the requested activity on a daily basis, using a 3-point scale (impossible, difficult, easy). The response scores are entered into a Rasch model to obtain a continuous score representing the child's level of manual ability. A higher score indicates greater manual skill and autonomy.

It has been validated in children with Cerebral Palsy aged 6 to 15 years, showing good validity (R=0.94) and good reproducibility over time (R=0.91).

The GMFM-88 is an assessment tool used to measure gross motor ability in children with motor disabilities, particularly those affected by cerebral palsy. It is designed to evaluate motor function in areas such as positioning, movement, trunk control, and locomotion. The GMFM-88 consists of a series of 88 items divided into five dimensions (A, B, C, D, E), with each item rated on a 4-point scale (0-3) that reflects the child's level of ability for that specific task. Single scores are summed to obtain a partial score for each dimension. The partial scores are then combined to calculate a total score, represented as a percentage that reflects the child's overall performance in gross motor skills. A higher score indicates better gross motor function.

A test used to assess walking endurance in children with cerebral palsy. During the test, the child is encouraged to walk as much as possible for a period of six minutes along a standardized pathway. The score is assigned based on the total distance covered in six minutes and the distance covered separately in each minute, expressed in meters. This distance is then interpreted according to normative tables that vary by age, gender, and sometimes health status to determine if the result is adequate, below average, or above average. This test provides valuable information about the child's level of endurance during walking and can be used to monitor progress over time and evaluate the effectiveness of therapeutic interventions.

INIBITION: It assesses the ability to inhibit automatic responses in favor of new ones and to switch from one type of response to another. It is divided into three conditions: naming, inhibition, and switching. For each condition, both accuracy and speed are obtained, with standardized scores ranging from 1 to 19. Higher scores indicate better performance.

AUDITORY ATTENTION: It assesses the ability to analyze and select target stimuli among distractors using auditory material. The score is indicated in percentiles.

It evaluates sustained visual attention and consists of repetitive barrage tasks to be completed within a predefined time. The number of correctly selected target items is recorded. Raw scores range from 0 to 217, while standardized scores range from 1 to 19. Higher scores indicate better performance.

It is a pencil-and-paper test used to determine the level of integration between visual and motor systems. The child is asked to copy various geometric shapes presented on the paper within a certain timeframe. The number of correctly reproduced figures is recorded and then converted into standardized scores. Raw scores range from 0 to 27, with higher scores indicating better performance.

It is a test useful for studying and measuring planning skills. The child must place three marbles (red, green, and blue) on a stand consisting of three pegs of different lengths in various configurations, following specific rules.

The total score is a combination of the number of problems solved correctly, the number of moves used, the errors made, and the time taken (if included). A higher score indicates greater planning and problem-solving abilities.

The BVL 4-12 battery systematically evaluates phonological, lexical, semantic, pragmatic, and discourse skills through tasks of oral production, comprehension, and repetition in children aged 4 to 12 years, highlighting any communication and language disorders.

It's composed of 18 tasks each of which contains a different number of items; for each item a score from 0 to 1 is given. Scores are summed up to have a final score for each area, raw scores are transformed into z standardized scores according to normative data.

Higher score correspond to better performance.

The BVN 12-18 battery evaluates language reading, writing, and in adolescents aged 12 to 18 years.

This part is composed of 7 tasks each of which contains a different number of items; for each item a score from 0 to 1 is given. Except for reading items where reading speed and accuracy are evaluated in syllables/seconds and error rate.

Scores are summed up to have a final score for each area, raw scores are transformed into z standardized scores according to normative data.

Higher score correspond to better performance.

Tests aimed at evaluating reading skills and text comprehension for primary and lower secondary school classes.

Reading speed and accuracy were evaluated by presenting children with a text and asking them to read it. Reading speed was measured in syllables per second (s/s). The error rate was calculated using the total number of words read.

For text comprehension we ask the child to read 2 texts and answer questions, for each of it a score from 0 to 1 is given and then summed; higher score corresponds to better performance.

Raw scores are transformed into z standardized scores according to normative data.

BVSCO-3 tests measures the child's orthographic skills in terms of percentages of spelling errors made in dictation text task. Raw scores are transformed into z standardized scores according to normative data

Questionnaires to be administered to various stakeholders (child, caregivers, and therapist) aimed at assessing the usability and acceptability of the proposed treatment. They will be constructed ad hoc based on specific aspects.

Joint angles: measured throughout the gait cycle at the hip, knee, and ankle. Range of Motion (ROM): assessed for the lower limbs and trunk to evaluate the amplitude of joint movements.

Joint angles are measured in degrees.

Ground Reaction Force (GRF): assessed in vertical, anteroposterior, and mediolateral directions to understand the forces exerted by the ground on the body.

Joint moments: calculated at the hip, knee, and ankle to evaluate the forces acting on these joints throughout the gait cycle, expressed in Newton-meters, normalized by body weight in kilograms.

Joint power: power generated and absorbed at the joints during gait, expressed in watts, normalized by body weight in kilograms

Step and stride length: the distance covered per step and per full gait cycle, measured in meters.

Duration of step and stride: time taken for each step and each complete stride, measured in seconds and as percentages of the gait cycle.

Cadence: number of steps per minute. Walking speed: velocity of walking, which is a key indicator of gait efficiency.

Stance and swing phase durations: the time spent in stance (foot in contact with the ground) and swing phases during the gait cycle.