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    School readiness of children with cerebral palsy

    Access Status
    Open access via publisher
    Authors
    Gehrmann, F.
    Coleman, A.
    Weir, K.
    Ware, R.
    Boyd, Roslyn
    Date
    2014
    Type
    Journal Article
    
    Metadata
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    Citation
    Gehrmann, F. and Coleman, A. and Weir, K. and Ware, R. and Boyd, R. 2014. School readiness of children with cerebral palsy. Developmental Medicine and Child Neurology. 56 (8): pp. 786-793.
    Source Title
    Developmental Medicine and Child Neurology
    DOI
    10.1111/dmcn.12377
    ISSN
    0012-1622
    School
    School of Occupational Therapy and Social Work
    URI
    http://hdl.handle.net/20.500.11937/18400
    Collection
    • Curtin Research Publications
    Abstract

    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 4SD below CTD, motor performance was 2 to >4SD below CTD, and social function between 0.5 and >4SD 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. © 2014 Mac Keith Press.

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