Utilizing Bal-A-Vis-X Exercises as an Adjunct to Physical Therapy Treatment of a Child with Autism and ADHD: A Case Report and Literature Review
Bibliographic record
Abstract
Background: Autism is one of five diagnoses classified within autism spectrum disorder. The diagnosis is characterized by communication and sensory impairments, repetitive behaviors, and gross motor delays. While physical therapy is not a primary treatment for these children, physical therapy intervention addressing motor dysfunction may facilitate improved social interaction with peers. Purpose: The purpose of this case study is to address the use of Bal-A-Vis-X exercises that incorporate a multisystem approach in conjunction with pediatric physical therapy treatments for a child with a gross motor delay and previous diagnoses of autism and attention-deficit hyperactivity disorder (ADHD). Case Description: A 6 year-old boy, diagnosed with autism and ADHD, participated in physical therapy at a pediatric outpatient clinic to address his gross motor delay, balance deficits, gait abnormality and coordination impairments over several years. Intervention: Over a course of three years, several different multisystem exercises from the Bal-A-Vis-X program were incorporated into this child’s plan of care as an adjunct to primary interventions. Outcome Measures: The Bruininks-Oseretsky Test of Motor Development and Proficiency, Second Edition (BOT-2), which assessed coordination, balance and strength, was assessed every six months. The most recent six-month interval did not show notable improvements within two subscales: body coordination and strength and agility motor area composites. However, the Canadian Occupational Performance Measure (COPM) may be used to identify patient or parent reported changes in performing challenging activities. Discussion: Although improvements were not seen with BOT-2 testing, parent and self-report measures, such as the COPM, may best measure therapeutic benefits of Bal-A-Vis-X exercises. Further research addressing physical therapy management and assessment of children with autism is needed to improve functional outcomes.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.005 | 0.005 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.003 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".