Factors influencing postural management for children with cerebral palsy in the special school setting

2010 ◽  
Vol 33 (2) ◽  
pp. 146-158 ◽  
Author(s):  
Carol A. Maher ◽  
Kerry A. Evans ◽  
Judy A. Sprod ◽  
Sue M. Bostock
Keyword(s):  
Cerebral Palsy ◽  
School Setting ◽  
Special School ◽  
Factors Influencing ◽  
Children With Cerebral Palsy

scholarly journals Influence of functional mobility and manual function on play in preschool children with cerebral palsy

2018 ◽  
Vol 31 (1) ◽  
pp. 46-53 ◽  
Author(s):  
Anaisa C Angelin ◽  
Amanda MP Sposito ◽  
Luzia I Pfeifer
Keyword(s):  
Cerebral Palsy ◽  
Preschool Children ◽  
Social Interaction ◽  
Pretend Play ◽  
Manual Dexterity ◽  
Functional Mobility ◽  
Typical Development ◽  
Factors Influencing ◽  
Children With Cerebral Palsy ◽  
Development Group

Introduction This study analysed the differences in play performance between preschool children with cerebral palsy and those with typical development and investigated the factors influencing functional mobility and manual dexterity on play in children with cerebral palsy. Method Sixty preschool children (30 with cerebral palsy; 30 with typical development), were assessed by the revised Knox Preschool Play Scale, being that children with cerebral palsy were also classified according to their functional mobility and manual dexterity. Results On average, all measures were significantly smaller in the cerebral palsy group than the typical development group (p≤ .002). Manual function and functional mobility were negatively correlated with material ( r = −.456, p = .011; r = −.487, p = .006) and space ( r = −.494, p = .006; r = −.784, p = .000). Also the results pointed out a significant correlation with topography and manual function ( r = .404, p = .027) and functional mobility ( r = .718, p = .000). Pretend play and participation showed no correlation with topography (r = −.051, p = .788; r = −.312, p = .093), manual function (r = −.019, p = .921; r = −.322, p = .083) and functional mobility (r = −.085, p = .657; r = −.308, p = .097). Conclusion Play performance of children with typical development was superior to those with cerebral palsy. The degree of impairment of functional mobility and manual function negatively was negatively associated with play exploration but did not relate to pretend play or social interaction in play.

scholarly journals Parent and Clinician Perspectives on the Participation of Children with Cerebral Palsy in Community-Based Football: A Qualitative Exploration in a Regional Setting

2020 ◽  
Vol 17 (3) ◽  
pp. 1102
Author(s):  
Carmel Sivaratnam ◽  
Katherine Howells ◽  
Nicole Stefanac ◽  
Kelly Reynolds ◽  
Nicole Rinehart
Keyword(s):  
Cerebral Palsy ◽  
Environmental Factors ◽  
Community Based ◽  
Child Characteristics ◽  
Regional Setting ◽  
Factors Influencing ◽  
Australian Rules Football ◽  
Children With Cerebral Palsy ◽  
Clinician Perspectives ◽  
Qualitative Exploration

The current study aimed to qualitatively explore parent and clinician perspectives on the factors influencing participation in a community-based Australian-Rules Football program for five to 12-year-old children with cerebral palsy (CP) in a regional setting. Six allied-health clinicians and two parents of children with CP participated in focus groups exploring factors influencing participation. Thematic analysis indicated seven key factors influencing participation—of which, six were environmental factors and one was related to child characteristics. Environmental factors included resources, communication, knowledge and previous experience, attitudes and expectations, game factors and community relevance. Child characteristics included age, preferences, confidence, as well and cognitive and physical functioning. Notwithstanding limitations, the current study highlights the central role of ‘people factors’ in the child’s environment, in facilitating participation in community-based physical activity.

scholarly journals Factors Influencing Motor Outcome of Hippotherapy in Children with Cerebral Palsy

2019 ◽  
Vol 50 (03) ◽  
pp. 170-177 ◽  
Author(s):  
Yeo Seung Mi ◽  
Lee Ji Young ◽  
Shin Hye Yeon ◽  
Seo Yun Sik ◽  
Kwon Jeong Yi
Keyword(s):  
Cerebral Palsy ◽  
Postural Control ◽  
Motor Function ◽  
Gross Motor ◽  
Gross Motor Function ◽  
Factors Influencing ◽  
Children With Cerebral Palsy ◽  
Motor Outcome ◽  
Level I ◽  
Gmfcs Level

Objective This study was aimed to identify individual factors influencing the gross motor outcome of hippotherapy in children with cerebral palsy (CP). Methods One hundred and forty-six children with CP (mean age: 5.78 ± 1.72 years, male: 56.2%) presenting variable function (gross motor function classification system [GMFCS], levels I–IV) participated in this study. Participants received 30 minutes of hippotherapy twice a week for 8 weeks. Clinical information including GMFCS level, age, sex, CP distribution, CP type, gross motor function measure-88 (GMFM-88), GMFM-66, and pediatric balance scale (PBS) score were collected retrospectively. We regarded the children with GMFM-66 score increased by 2.0 points as good responders to hippotherapy. Further we analyzed factors affecting good responders. Results GMFCS level I and II compared with IV (odds ratio [OR] = 6.83) and III compared with IV (OR = 4.45) were significantly associated with a good response to hippotherapy. Higher baseline GMFM E (OR = 1.05) and lower baseline GMFM B (OR = 0.93) were also significantly associated with a good response to hippotherapy. Sex, age, CP type, and distribution were not factors influencing gross motor outcome of hippotherapy. Conclusions The children with CP, GMFCS level I–III, with relatively poor postural control in sitting might have a greater chance to improve their GMFM-66 scores through hippotherapy. This supports the hypothesis that hippotherapy is a context-focused therapy to improve postural control in sitting.

scholarly journals Literacy and Cerebral Palsy: Factors Influencing Literacy Learning in a Self-Contained Setting

1995 ◽  
Vol 27 (4) ◽  
pp. 627-642 ◽  
Author(s):  
Dennis G. Mike
Keyword(s):  
Cerebral Palsy ◽  
Reading Disabilities ◽  
Literacy Learning ◽  
Visual Speech ◽  
Instructional Time ◽  
Student Records ◽  
Factors Influencing ◽  
Individual Instruction ◽  
Children With Cerebral Palsy ◽  
Videotape Analysis

This study was conducted as an ethnography of one self-contained classroom at a school for children with cerebral palsy. The five students were severely multiply disabled, exhibiting differing degrees and combinations of physical, visual, speech, hearing, and perceptual impairments. All were diagnosed as having severe reading disabilities. The purpose of the study was to describe and explain those factors that impacted on literacy learning within this setting. Data collection involved nonparticipant observation, interviews with teachers and administrators, videotape analysis and examination of student records. Factors identified as facilitating literacy learning were (a) the room as a text-rich environment, (b) the latitude often given students to govern their own literate behavior, (c) the regularly conducted storyreading sessions, and (d) the constructive use of computers. Factors identified as hindering literacy learning were (a) restriction of instructional time, (b) overreliance on individual instruction, and (c) lack of student literate interaction.

Impact of school participation on quality of life of Brazilian children with cerebral palsy

2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Lígia Maria Presumido Braccialli ◽  
Michelle Zampar Silva ◽  
Ana Carla Braccialli ◽  
Andréia Naomi Sankako ◽  
Rita de Cássia Tibério Araújo
Keyword(s):  
Quality Of Life ◽  
Cerebral Palsy ◽  
Physical Health ◽  
Well Being ◽  
Special School ◽  
School Participation ◽  
Significant Difference ◽  
Children With Cerebral Palsy ◽  
Brazilian Children

AbstractThe study aimed to analyze the impact of school participation on quality of life of Brazilian children with cerebral palsy. Participants of the study were primary caregivers of children with CP: 39 caregivers of children not attending regular or special school and 74 caregivers of children attending regular or special school. Children with CP, including males and females, were between 4 and 12 years old. Data collection was carried out through individual interviews and application of the questionnaire Cerebral Palsy Quality of Life Questionnaire for Children CP QOL-Child (4–12 years). There was a significant difference in quality of life between the group of children attending school and the group not attending school for the Functioning Domains (p=0.0014), participation and physical health (p=0.0277) and emotional well-being (p=0.05). The worst score was obtained for the pain and impact of disability domain and impact of disability for both groups. We also found significant difference in the distribution of quality of life between genders. The results indicated that the opportunity to experience school has a positive impact on the quality of life of children with cerebral palsy in relation to functioning, participation and physical health and emotional well-being, regardless of gender and age.

Sign in / Sign up

Export Citation Format

Share Document