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School readiness of children with cerebral palsy
Author(s) -
Gehrmann Frances E,
Coleman Andrea,
Weir Kelly A,
Ware Robert S,
Boyd Roslyn N
Publication year - 2014
Publication title -
developmental medicine and child neurology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.658
H-Index - 143
eISSN - 1469-8749
pISSN - 0012-1622
DOI - 10.1111/dmcn.12377
Subject(s) - cerebral palsy , gross motor function classification system , gross motor skill , physical therapy , spasticity , motor skill , population , medicine , psychology , ctd , pediatrics , developmental psychology , environmental health , oceanography , geology
Aim To examine school readiness in preschool‐age children with cerebral palsy ( CP ) on three of five domains compared with reported norms of children with typical development ( CTD ). Method A representative population of 151 preschool‐age children with CP (87 males, 64 females; 131 [87%] with spasticity, 17 [11%] dyskinesia, 3 [4%] hypotonia) were assessed at 48 or 60 months corrected age. Children were functioning in the following Gross Motor Function Classification System ( GMFCS ) levels: I, 74 (49%); II , 17 (11%); III , 14 (9%); IV , 26 (17%); V, 20 (13%). Children's motor performance, self‐care, and social function were assessed using the Pediatric Evaluation of Disability Inventory ( PEDI ) and communication using the Communication and Symbolic Behaviour Scales Developmental Profile ( CSBS ‐ DP ). Results were compared with a reference sample of CTD ( PEDI CTD n =412; CSBS ‐ DP CTD n =790). Linear regression was used to compare these data by functional severity. Results Children with CP had significantly lower PEDI scores in all domains than CTD . Self‐care scores ranged from 0.5 to more than 4 SD below CTD , motor performance was 2 to >4 SD below CTD , and social function between 0.5 and >4 SD below CTD . Fifty‐five per cent of children demonstrated significantly delayed communication skills. Non‐ambulant children displayed significantly lower scores than ambulant children. Interpretation Preschool‐age children with CP perform significantly below their peers in three of five key readiness‐to‐learn skill areas including mobility, self‐care, social function, and communication abilities. Broader emphasis needs to be placed on multimodal screening and intervention to prepare children with CP for school entry.