School readiness of children with cerebral palsy
Article first published online: 16 JAN 2014
© 2014 Mac Keith Press
Developmental Medicine & Child Neurology
Volume 56, Issue 8, pages 786–793, August 2014
How to Cite
Gehrmann, F. E., Coleman, A., Weir, K. A., Ware, R. S. and Boyd, R. N. (2014), School readiness of children with cerebral palsy. Developmental Medicine & Child Neurology, 56: 786–793. doi: 10.1111/dmcn.12377
- Issue published online: 9 JUL 2014
- Article first published online: 16 JAN 2014
- Manuscript Accepted: 22 NOV 2013
- National Health and Medical Research Council of Australia. Grant Number: 569605
- National Health and Medical Research Council Career Development. Grant Number: 1037220
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).
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.
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.
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.