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Identifying and monitoring pain and sleep in children with cerebral palsy: early findings from a surveillance program
Author(s) -
Petra Karlsson,
Claire Galea,
Anne Townsend,
Margaret Wallen
Publication year - 2016
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.23_13225
Subject(s) - cerebral palsy , medicine , sleep (system call) , pediatrics , physical medicine and rehabilitation , physical therapy , computer science , operating system
nology in the last 12 months were included. Students’ mean age (SD) was 11 years 11 months (3y 7m); 23 males; MACS level I=0% II=17% III=26% IV=36% V=21%, GMFCS I=5% II=21% III=7% IV=26% V=41% and CFCS I=7.5% II=28% III=33% IV=30% V=3%. 16 used a speech generating device, 21 specialist software/computer/equipment and 5 a combination. The students in this study attended schools from across the sector, with the majority of the participants attending government schools (n=38). Materials/Methods: Demographic information, parental report of the child’s ability to achieve classroom goals and student report of their assistive technology experience in the classroom were collected in a survey. Participants were contacted by the Cerebral Palsy Registers in New South Wales, Australia Capital Territory, South Australia and Victoria. Cerebral Palsy Registers do not hold information on assistive technology so 969 parents of school-aged children 7–18 years, were sent study information and survey packages (including a reply-paid envelope). An online survey option was available. Descriptive and non-parametric statistics were used to conduct the data analysis. Results: The majority of the students believed that their device was helpful in the classroom (93%). However, only 48% thought it was helpful for homework. Only sixty-four per cent reported that they had been shown how to use the device and 36% recounted that someone had involved them in the decision. The results show a strong positive correlation between the students’ ability to achieve classroom goals and whether a) they felt they were able to demonstrate their knowledge and skills to their teacher (rs=0.574, p=0.00), b) they felt that they were able to learn more easily (rs=0.390, p=0.01), and c) someone had encouraged them to use the device in the classroom (rs=0.579, p=0.00). Conclusions/Significance: A number of factors were reported to support the students’ ability to achieve classroom goals when using assistive technology in the classroom. Those students who reported having received support and encouragement to use the device in the classroom had better outcomes.