The link between impaired theory of mind and executive function in children with cerebral palsy

2014 ◽  
Vol 35 (7) ◽  
pp. 1686-1693 ◽  
Author(s):  
Xiaoming Li ◽  
Kai Wang ◽  
Jianxian Wu ◽  
Yongfeng Hong ◽  
Jingpu Zhao ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
Executive Function ◽  
Theory Of Mind ◽  
Children With Cerebral Palsy

Theory of mind and irony comprehension in children with cerebral palsy

2012 ◽  
Vol 33 (5) ◽  
pp. 1380-1388 ◽  
Author(s):  
Stéphanie Caillies ◽  
Anaïs Hody ◽  
Arnaud Calmus
Keyword(s):  
Cerebral Palsy ◽  
Theory Of Mind ◽  
Children With Cerebral Palsy

scholarly journals Promoting School Engagement in Children with Cerebral Palsy: A Narrative Based Program

2019 ◽  
Vol 16 (19) ◽  
pp. 3634 ◽  
Author(s):  
Armanda Pereira ◽  
Pedro Rosário ◽  
Sílvia Lopes ◽  
Tânia Moreira ◽  
Paula Magalhães ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
Executive Function ◽  
School Engagement ◽  
Intervention Program ◽  
Self Regulation ◽  
Self Report ◽  
Three Dimensions ◽  
Study Results ◽  
Main Effect ◽  
Children With Cerebral Palsy

This study assessed the efficacy of an educational program focused on the promotion of school engagement in children with Cerebral Palsy. A 9 weeks, narrative-based intervention program, with a pre-post neuropsychological and self-report evaluation, was developed with a dual focus: a self-regulation theoretical model and executive function stimulation. Fifteen children with Cerebral Palsy participated in the study. Results showed a significant main effect of time (F(2.82) = 6.04, p = 0.0066, partial η2 = 0.30; F(2.82) = 9.91, p = 0.0006, partial η2 = 0.41; F(2.82) = 26.90, p < 0.0001, partial η2 = 0.66) in the three dimensions of school engagement. Findings indicate that the program to train self-regulated competences and executive function skills was efficacious in promoting school engagement in children with Cerebral Palsy. Educational implications were discussed.

Prevalence of Speech Problems and the Use of Augmentative and Alternative Communication in Children With Cerebral Palsy: A Registry-Based Study in Norway

2010 ◽  
Vol 19 (1) ◽  
pp. 12-20 ◽  
Author(s):  
Guro Andersen ◽  
Tone R. Mjøen ◽  
Torstein Vik
Keyword(s):  
Cerebral Palsy ◽  
Motor Function ◽  
Gestational Age ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Gross Motor ◽  
Gross Motor Function ◽  
Children With Cerebral Palsy ◽  
Communicative Abilities ◽  
Normal Speech

Abstract This study describes the prevalence of speech problems and the use of augmentative and alternative communication (AAC) in children with cerebral palsy (CP) in Norway. Information on the communicative abilities of 564 children with CP born 1996–2003, recorded in the Norwegian CP Registry, was collected. A total of 270 children (48%) had normal speech, 90 (16%) had slightly indistinct speech, 52 (9%) had indistinct speech, 35 (6%) had very indistinct speech, 110 children (19%) had no speech, and 7 (1%) were unknown. Speech problems were most common in children with dyskinetic CP (92 %), in children with the most severe gross motor function impairments and among children being totally dependent on assistance in feeding or tube-fed children. A higher proportion of children born at term had speech problems when compared with children born before 32 weeks of gestational age 32 (p > 0.001). Among the 197 children with speech problems only, 106 (54%) used AAC in some form. Approximately 20% of children had no verbal speech, whereas ~15% had significant speech problems. Among children with either significant speech problems or no speech, only 54% used AAC in any form.

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