School readiness of children with cerebral palsy

Gehrmann, Frances E., Coleman, Andrea, Weir, Kelly A., Ware, Robert S. and Boyd, Roslyn N. (2014) School readiness of children with cerebral palsy. Developmental Medicine and Child Neurology, 56 8: 786-793. doi:10.1111/dmcn.12377

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Author Gehrmann, Frances E.
Coleman, Andrea
Weir, Kelly A.
Ware, Robert S.
Boyd, Roslyn N.
Title School readiness of children with cerebral palsy
Journal name Developmental Medicine and Child Neurology   Check publisher's open access policy
ISSN 0012-1622
Publication date 2014-01-16
Year available 2014
Sub-type Article (original research)
DOI 10.1111/dmcn.12377
Volume 56
Issue 8
Start page 786
End page 793
Total pages 8
Place of publication Oxford, United Kingdom
Publisher Wiley-Blackwell Publishing
Language eng
Formatted 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.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Article first published online: 16 JAN 2014

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Created: Thu, 27 Mar 2014, 01:16:02 EST by Nyree Divitini on behalf of School of Medicine