Objective To analyze the needs and current situation of home-based exercise rehabilitation for people with disabilities,develop service plans for different types of disabilities,and assess its health benefits for people with severe dis-abilities. Methods Based on the World Health Organization(WHO)Global Action Plan on Physical Activity 2018-2030:More Ac-tive People for a Healthier World and WHO Guidelines on Physical Activity and Sedentary Behavior,functional and individualized home-based exercise rehabilitation plans for people with severe disabilities were developed.Begining from May,2023,a six-month intervention was conducted for 37 people with severe disabilities.They were assessed with International Physical Activity Questionnaire(IPAQ),WHO Disability Assessment Schedule 2.0(WHODAS 2.0),WHO Quality of Life(WHOQOL-BREF)before and after intervention. Results The time of low-intensity leisure physical activity of IPAQ increased after intervention,while the scores of do-mains of cognition,mobility,self-care,getting along,life activities and participation,and total score of WHO-DAS 2.0 decreased,and the scores of physical health,psychological health,independence,and environment di-mensions,and total score of WHOQOL-BREF increased. Conclusion The functioning-oriented and individualized home exercise rehabilitation program can improve the level of physical activity,enhance the level of activity and boost the quality of life for people with severe disabilities.

Objective:To observe any effect of combining music exercise with transcranial direct current stimulation (tDCS) on the motor control, balance and cognition of persons with Parkinson′s disease (PD).Methods:A total of 120 PD patients were randomly divided into a control group, a music exercise group, a tDCS group and a combined group, each of 30. All received routine rehabilitation training, while the music exercise, tDCS and combined groups were additionally provided with music exercise therapy, tDCS treatment or both, respectively. Version three of the unified Parkinson′s disease scale (UPDRSIII), a 10m reentry movement test, the Berg balance scale (BBS), the Activity Balance Confidence scale (ABC) and Montreal cognitive assessments were applied before and after 4 weeks of the treatments.Results:After the treatment, the average UPDRSIII score and 10m reentry movement time of the music exercise group were significantly lower than in the control group, while the average BBS and ABC scores were significantly higher than the control group′s averages. The tDCS group′s average MoCA scores on all of the items and its total score were significantly higher than those of the music exercise and control groups. The average UPDRSIII score and 10m reentry movement time of the combined group were the lowest after the treatment, and that group′s average BBS, ABC, MoCA and total scores were the highest, significantly better than the other three groups.Conclusion:Combining music exercise training with tDCS can effectively improve the motor functioning, balance and cognition of persons with PD.

ObjectiveTo systematically analyze the typical mental health conditions and psychological disorders of children with intellectual and developmental disabilities (IDD), to construct a mental health service system and psychological interventions to these mental health conditions of children with IDD . MethodsBased on the framework of the World Health Organization Family International Classifications (WHO-FICs), the mental health conditions and related functioning were analyzed, and the mental health service framework and proposed mental health interventions were constructed.There were six main categories of mental health conditions for children with IDDConclusionThis study systematically analyzed the typical mental health status and related psychological functional impairments of children with IDD. Based on the World Health Organization health service system, a mental health service framework for children with IDD was constructed. Referring to the WHO's continuum of health services, a system of psychological intervention methods for children with IDD was established. Furthermore, the WHO-FICs were used to describe and code the functions of children with IDD, and the ICHI-β3 was applied to code and analyze the related psychological interventions. Resultsmood disorders (anxiety and depression), behavioral disorders (disruptive disorders and challenging behaviors, aggressive behaviors), traumatic disorders (post-traumatic stress disorder), mental disorders (schizophrenia), suicide and self-harm, and learning disabilities (developmental learning disabilities, attention deficit hyperactivity disorder). Mental health services for children with IDD involved in six dimensions: leadership and governance, fundraising, human resources, service delivery, mental health technologies, and information and research. Mental health services went through the continuum of health services from prevention, treatment, rehabilitation to health promotion. We delivered mental health services for children with IDD in three aspects: identifying and diagnosing mental health problems or conditions, analyzing the main factors caused mental health problems, and analyzing the environmental factors. Mental health service interventions mainly covered five categories: antidepressants, psychotherapy, stress management training, physical exercise training, healthy lifestyle education, consultation and support. Children with IDD may obtain the mental health services in hospitals, rehabilitation institutions, community and school settings.

ObjectiveTo review the effect of school-based psychological and behavioral health services based on the World Health Organization (WHO) health-promoting school (HPS) framework on the psychological and behavioral health of children and adolescents. MethodsSystematic reviews on school-based psychological and behavioral health services based on WHO HPS framework and the health outcome, published from 2013 to June, 2023, were searched from Medline, EBSCO, PubMed, Web of Science. A systematic review of the systematic reviews was conducted. ResultsSeven articles were included, involving 261 studies, from six countries, from the journals in the fields of children's psychological health, HPS and school health, published mainly from 2013 to 2022. School-based psychological and behavioral health services involved school health education curriculum and school health services. School health education curriculum included psychological health courses and health education provided by trained teachers. School health services involved various services provided by professionals in school settings, including psychological screening, preventive interventions for psychological and behavioral health issues, clinical assessment, management services, promotion, and supportive services. The health benefits of school-based psychological and behavioral health services included relieving symptoms and incidence of anxiety and depression, alleviating the negative impact of stress, decreasing negative mood, enhancing positive attitudes and resilience, increasing happiness, improving positive psychological well-being, enhancing cognitive functions (such as sustained attention, fluid intelligence, information processing speed and executive functions), fostering correct attitudes and awareness of psychological health, helping students develop interest in learning, enhancing psychological health literacy, knowledge of psychological disorders, awareness of prevention, ability to recognize signs and symptoms, eliminating stigma related to psychological health, promoting social interaction, and improving help-seeking behaviors for psychological health issues. ConclusionThe school-based psychological and behavioral health services based on the WHO HPS framework mainly encompass school health education curriculum and school health services. The health benefits of school-based psychological and behavioral health services are reflected in psychological and behavioral health, overall psychological well-being, and quality of life, as well as social behavior and academic performance.

Objective:To observe any effect of combining repetitive transcranial magnetic stimulation (rTMS) under the guidance of event related potentials (ERPs) with action observation therapy (AOT) on the cognitive and motor functioning of stroke survivors in the recovery period.Methods:Ninety stroke survivors were randomly divided into a control group, an rTMS group and an rTMS+ AOT group, each of 30. All three groups were given conventional rehabilitation treatment (including the training of waist, upper and lower limb function, balance, walking, memory, attention, orientation, spatial perception and executive ability). The rTMS group also received one session of ERP-based rTMS daily five times a week. The rTMS+ AOT group was given the same rTMS combined with AOT twice a day, five times a week. Before and after 4 weeks of treatment, the Mini-mental State Examination (MMSE), the Montreal Cognitive Assessment Scale (MOCA), the Fugl-Meyer assessment scale (FMA), the Berg Balance Scale (BBS) and the modified Barthel index (MBI) were used to evaluate each subject′s cognitive and motor ability and their skill in the activities of daily living.Results:After the treatment, the average MMSE, MOCA, FMA, BBS and MBI scores of all groups had improved significantly, but the average MMSE, MOCA, upper limb FMA and MBI scores of the rTMS group were then significantly higher than the control group′s averages. And the average scores of the rTMS+ AOT group were significantly better than those of the other two groups.Conclusion:Combining rTMS guided by ERPs with AOT can effectively improve the cognitive functioning, motor control and balance of stroke survivors, and improve their ability in the activities of daily living.

Objective To systematically analyze the World Health Organization Rehabilitation Competency Framework (RCF) theoretical framework, methodology and its application in the field of rehabilitation.Methods We systematically analyzed RCF conceptual framework and key characteristics, and discussed how to apply the RCF in the fields of human resource planning, education program and curriculum system, and vocational competency standards and certification criteria for rehabilitation human resources.Results The RCF encompasses five domains, naming practice, professionalism, learning and development, management and leadership, and research. Rehabilitation professionals' performance is the result of the interaction of their core values and beliefs, competencies, activities, knowledge, and skills. The RCF can be used to plan rehabilitation human resources, establish competency-based rehabilitation education programs and curriculum systems, and develop competency certification standards and licensure accreditation standards.Conclusion This study analyzed background, content and implementation framework of RCF, and systematically discussed the theories and methods related to how to use the RCF to construct national rehabilitation human resources development plans, develop rehabilitation education programs and curriculum systems based on the RCF, and establish certification and assessment standards for rehabilitation human resources.

Objective To build a competency-based special education program at the undergraduate level based on the World Health Organization Rehabilitation Competency Framework (RCF) and tailored to educational and rehabilitation needs of students with disabilities, to improve the level of special education program, and to meet the requirements of competency-based education development.Methods Using the theory and method of RCF, we analyzed the competency requirements of special education teachers in school education contexts with reference to the Professional Standards for Special Education Teachers (Trial), the Accreditation Standards for Special Education Majors, and the Professional Competency Standards for Teacher Trainees in Special Education.Results A competency framework for special education teachers based on RCF was constructed, principles for setting special education majors based on RCF and principles for building special education majors based on RCF were proposed, and a competency model applicable to special education majors at the undergraduate level was established according to the characteristics of the school education context.Conclusion As a global rehabilitation competency framework serving the health of all people, the theory and method of RCF are important for constructing a competency-based education for special education majors. The principles, methods, educational objectives, and methodological system of special education majors at the undergraduate level are constructed based on RCF to promote the implementation of the national Professional Standards for Special Education Teachers (Trial), the Standards for Accreditation of Special Education Majors, and the Professional Competency Standards for Teachers of Special Education Majors.

Objective: To observe the influence of transcranial direct current stimulation (tDCS) on rapid eye movement sleep disorders among Parkinson′s disease (PD) patients. Methods: Fifty-four PD patients were randomly divided into a treatment group (n=28) and a control group (n=26). Both groups were given routine drug treatment and nursing, while the treatment group was additionally provided with tDCS therapy. Both groups were evaluated using polysomnography (PSG), the Hamilton depression scale (HAMD), the pediatric daytime sleepiness scale (PDSS), the Epworth sleeping scale (ESS) and PD quality of life questionnaire-39 (PDQ-39) before and after four months of treatment. Results: There were no significant differences between the two groups before the treatment. After the treatment, significant improvement was observed in the total sleep time (TST), sleep latency (SL), sleep efficiency (SE), rapid eye movement sleep (REMS), arousal index (AI), and in the HAMD, ESS, PDSS and PDQ-39 scores among the treatment group. In the control group only the average TST and HAMD score improved significantly. After the treatment, all of the treatment group′s average results were significantly better than the control group′s averages. Conclusion tDCS can significantly improve the sleep quality of patients with PD and relieve any depression, bettering their life quality.

Objcetive: To explore the treatment of long segment defect of tibia by using tensor fascia lata combined with iliac flap or deep circumflex iliac pedicle iliac flap. Methods: From February 2012 to August 2017, The People′s Hospital of Zun Yi City Bo Zhou District treated 16 patients who had long segment defect of tibia.There were 11 males and 5 females, age from 22 to 58 years old, the average age was 42 years old. Iliac flap grafting with tensor fascia lata combined with iliac flap or deep circumflex iliac pedicle was used to treat the defect of long segment of tibia. There were 4 cases with simple tibial defect and 12 cases with skin defect. The longest tibial defect was 5-8 cm. Results: In this study, four patients used iliac flaps with deep circumflex iliac pedicle, the area of flaps ranged from 2.5 cm×5.0 cm to 5.0 cm×10.0 cm, while the area of iliac flaps ranged from 5.0 cm×2.5 cm to 8.0 cm×4.0 cm. Twelve patients used grafting with tensor fascia lata combined with iliac flap, the area of flaps ranged from 5.0 cm×12.0 cm to 12.0 cm×23.0 cm, while the area of iliac flaps ranged from 7.0 cm×2.0 cm to 8.0 cm×4.0 cm. All 16 cases of bone flap were survived, fracture healing, without surgical complications. The average follow-up period was 1.5 years, the flaps had good appearance in 10 cases and was slightly bloated in 6 cases; the ankle had normal motion in 14 cases and had poor dorsal extension in 2 cases. X-ray films showed that the bone flap repaired the bone defects and reached bone healing. Conclusions Vascularized tensor fascia lata combined with iliac flap or deep circumflex iliac pedicle iliac flap grafts increase local blood supply and accelerate the process of fracture healing.

Objective To explore the effect of repeated transcranial magnetic stimulation ( rTMS) com-bined with rehabilitation training on the motor and non-motor symptoms of Parkinson's disease. Methods A total of 150 persons with Parkinson's disease were randomly divided into an rTMS group, a rehabilitation training group and an observation group, each of 50. The rTMS group received only repeated magnetic stimulation. The rehabilita-tion training group received only standard rehabilitation training. The observation group was given both for 4 weeks. The overall efficacy of each treatment was evaluated using the unified Parkinson's disease rating scale ( UPDRS) , while the motor symptoms were assessed using the 10 m back-and-forth run test, a simple test for evaluating hand function ( STEF) and Berg's balance scale. Non-motor symptoms were evaluated using a questionnaire ( NMSQ) , the mini-mental state examination ( MMSE) , the Hamilton depression scale ( HAMD) , the Hamilton anxiety scale ( HAMA) and the Parkinson's disease sleep scale ( PDSS) . Moreover, a comprehensive quality of life assessment questionnaire ( SF-36) was used to evaluate the life quality of patients before and after the treatment. Results Compared with before the treatment, the average UPDRS scores of all three groups were lower after the treatment. Moreover, the average UPDRS score of the observation group was significantly lower than those of the other two groups. Significant improvement was observed in the mean 10 m run time and in the average STEF and Berg scores of the rehabilitation training and observation groups, but not in the rTMS group's averages. After the treatment, the mean NMSQ, MMSE, HAMD, HAMA and PDSS results of the rTMS and observation groups were significantly bet-ter than those before treatment, with the observation group's averages significantly better than those of the rehabili-tation training group. The average PDSS and SF-36 scores of the observation group were also significantly better than those of the other groups. Conclusion rTMS combined with rehabilitation training can significantly improve the motor and non-motor symptoms of Parkinson's disease patients, and its efficacy is superior to that of rTMS or reha-bilitation training alone.