School readiness of children with cerebral palsy
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 spasti...
| Main Authors: | , , , , |
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| Format: | Journal Article |
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2014
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| Online Access: | http://hdl.handle.net/20.500.11937/18400 |
| _version_ | 1848749733924831232 |
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| author | Gehrmann, F. Coleman, A. Weir, K. Ware, R. Boyd, Roslyn |
| author_facet | Gehrmann, F. Coleman, A. Weir, K. Ware, R. Boyd, Roslyn |
| author_sort | Gehrmann, F. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T07:25:38Z |
| format | Journal Article |
| id | curtin-20.500.11937-18400 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:25:38Z |
| publishDate | 2014 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-184002017-09-13T13:47:28Z School readiness of children with cerebral palsy Gehrmann, F. Coleman, A. Weir, K. Ware, R. Boyd, Roslyn 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. 2014 Journal Article http://hdl.handle.net/20.500.11937/18400 10.1111/dmcn.12377 unknown |
| spellingShingle | Gehrmann, F. Coleman, A. Weir, K. Ware, R. Boyd, Roslyn School readiness of children with cerebral palsy |
| title | School readiness of children with cerebral palsy |
| title_full | School readiness of children with cerebral palsy |
| title_fullStr | School readiness of children with cerebral palsy |
| title_full_unstemmed | School readiness of children with cerebral palsy |
| title_short | School readiness of children with cerebral palsy |
| title_sort | school readiness of children with cerebral palsy |
| url | http://hdl.handle.net/20.500.11937/18400 |