The aim of this study was to compare the effects of Muscle Energy Technique (MET) with other treatments on pain and disability levels in individuals with sacroiliac joint dysfunction. This study systematically searched 11 databases to identify relevant trials (March 2023). The Cochrane risk of bias tool was used to assess the methodological quality of studies. The quality of the evidence for comparisons was evaluated with the Grades of Recommendation, Assessment, Development, and Evaluation approach. MET was compared with other treatments regarding reducing pain as a primary outcome and disability as a secondary outcome. Seventeen randomised controlled trials involving 665 people with sacroiliac joint dysfunction were included. The results showed that MET was not statistically more effective than other treatments in reducing pain (standard mean difference [SMD]: 0.63, 95% confidence interval [CI] -0.06 to 1.31, I²: 87%, P = .07). Likewise, a meta-analysis of studies comparing MET plus any intervention with other therapies found a statistically nonsignificant difference between the 2 treatments (SMD: -0.91, 95% CI -1.83 to 0.01; I²: 87%, P = .05). Pooled data from 2 studies reported that MET was more effective than other treatments in reducing disability (SMD: 1.56, 95% CI 0.59-2.53; I²: 93%, P = .002). Nevertheless, the combination of MET with any treatment was not found to be more effective in reducing disability than the combination of other treatments with any treatment (SMD: -0.24, 95% CI -1.18 to 0.71; I²: 89%, P = .62). This review found that MET reduced pain and disability, similar to other therapies.

Having previously reported a case-series study indicating early-stage efficacy, this follow-up evaluation aimed to include treatment modifications, a wider range of people with aphasia in terms of baseline severity and incorporate qualitative feedback as to participants' perceptions of the treatment. A mixed-methods case series study was conducted with six participants with varying severities of aphasia who were recruited to take part in an 8-week TALES programme. The intervention involved weekly online group sessions, a weekly one-to-one supported online training session, and independent practice using the Cuespeak therapy software. Outcome measures, including the Western Aphasia Battery-Revised (WAB-R), subtests from the Psycholinguistic Assessments of Language Processing in Aphasia (PALPA), and the Communication Outcomes After Stroke (COAST) scale, were administered pretreatment, post-treatment, and at a 12-week follow-up. Semi-structured interviews were conducted with participants to explore their experiences and perceptions of the programme and these data analyzed utilizing content analysis. Overall, significant improvements were observed in language function, reading and spelling skills, and communication confidence across the cohort, though some challenges to engagement were noted which may have related to greater aphasia severity. Qualitative analysis identified themes of perceived programme value and benefits, including skills application. This study provided a clear Phase 1 signal of efficacy in improving language function and communication confidence for this variant of the TALES programme. Pooled results from two studies illustrate individual variation in outcomes across the mild-to-moderate severity range represented in this sample. Participant perceptions supported this use of telehealth with aphasia therapy.

Numbers-skills are affected in as many as 65% of cases following a stroke or a brain-injury, a condition termed ‘acalculia’. Post-stroke numerical skills interventions have to-date focused on using intense repetitions (‘drill’), in one-to-one settings. However, while ‘drill’ is needed, there is increasing evidence that learning (and re-learning) of numerical skills may be enhanced by additional techniques, informed by current educational and cognitive neuroscience theories. We report on a mixed-methods feasibility study examining the acceptability and impact of the first reported group intervention for acalculia, that is based on the principles of embodied learning, playfulness, and enriched social environment. Four brain-injury survivors took part in six-weekly 45-min group sessions involving games with numbers, accompanied with congruent movements. Following a 4-week break, n = 3 took part in additional three sessions. Performance on number skills (theoretical and functional) was collected before the intervention (T0), after six weeks (T1) and after further three weeks (T2) using validated batteries. Qualitative data were collected 3-months post intervention using semi-structured interviews with two patients. Results show improvements on all measures at both T1 and T2, including far-transfer to untrained problems. Qualitative findings emphasised the importance of group-settings, and the impact of playful learning on cognition, engagement, learning, confidence and wellbeing. We conclude that playful group therapy integrating modern educational theories is feasible and can be effective for improving numerical skills and speculate on the possible neural mechanisms that may facilitate these findings. Future work should evaluate the impact of combining multi-sensory, movement and cognitive rehabilitation in improving patients’ linguistic, physiological, and wellbeing outcomes.

Aphasia is an acquired language disorder, most frequently caused by stroke or traumatic brain injury, that leads to significant challenges in communication and social participation (Coppens, 2016)....