Cognition and learning difficulties in a representative sample of school-aged children with cerebral palsy.
Cerebral palsy
Crystallised intelligence
Fluid intelligence
Intellectual developmental disorder
Specific learning disorder
Journal
Research in developmental disabilities
ISSN: 1873-3379
Titre abrégé: Res Dev Disabil
Pays: United States
ID NLM: 8709782
Informations de publication
Date de publication:
Jul 2023
Jul 2023
Historique:
received:
12
06
2022
revised:
01
02
2023
accepted:
03
04
2023
medline:
5
6
2023
pubmed:
27
4
2023
entrez:
26
4
2023
Statut:
ppublish
Résumé
Nearly half of all children with CP experience intellectual impairment, with impacts on academic achievement. To assess cognitive and academic functioning for primary-school aged children with CP METHODS AND PROCEDURES: This population-based cohort study assessed 93 participants (male n = 62; mean = 9 years 9 months, SD 1 y 1.8 months) on measures of fluid and crystallised intelligence (Raven's Coloured Progressive Matrices, Peabody Picture Vocabulary Test) and academic achievement (Wechsler Individual Achievement Test). Analyses included t-tests, Pearson's chi-square and regression. 41 (44.1%) children met criteria consistent with intellectual developmental disorder. Academic skills were significantly below population means on word reading (M= 85.4, SD = 19.3), t(66) = -6.2, p < .001; spelling (M=83.3, SD=19.7) t(65) = -6.87, p < .001; and numerical operations (M=72.9, SD=21.7) Z = 66.0, p < .001. Cognitive ability was associated with GMFCS level (χ² (1, N = 93) = 16.15, p < .001) and diagnosis of epilepsy (χ² (2, N = 93) = 11.51 p = .003). Crystallised and fluid intelligence together accounted for 65% of the variance in word reading, 56% in spelling and 52% in numerical operations. Many children with CP experience academic challenges. Screening is recommended for all children with CP and full psychoeducational assessment undertaken when children with CP experience academic difficulties.
Sections du résumé
BACKGROUND
BACKGROUND
Nearly half of all children with CP experience intellectual impairment, with impacts on academic achievement.
AIMS
OBJECTIVE
To assess cognitive and academic functioning for primary-school aged children with CP METHODS AND PROCEDURES: This population-based cohort study assessed 93 participants (male n = 62; mean = 9 years 9 months, SD 1 y 1.8 months) on measures of fluid and crystallised intelligence (Raven's Coloured Progressive Matrices, Peabody Picture Vocabulary Test) and academic achievement (Wechsler Individual Achievement Test). Analyses included t-tests, Pearson's chi-square and regression.
OUTCOMES AND RESULTS
RESULTS
41 (44.1%) children met criteria consistent with intellectual developmental disorder. Academic skills were significantly below population means on word reading (M= 85.4, SD = 19.3), t(66) = -6.2, p < .001; spelling (M=83.3, SD=19.7) t(65) = -6.87, p < .001; and numerical operations (M=72.9, SD=21.7) Z = 66.0, p < .001. Cognitive ability was associated with GMFCS level (χ² (1, N = 93) = 16.15, p < .001) and diagnosis of epilepsy (χ² (2, N = 93) = 11.51 p = .003). Crystallised and fluid intelligence together accounted for 65% of the variance in word reading, 56% in spelling and 52% in numerical operations.
IMPLICATIONS
CONCLUSIONS
Many children with CP experience academic challenges. Screening is recommended for all children with CP and full psychoeducational assessment undertaken when children with CP experience academic difficulties.
Identifiants
pubmed: 37099882
pii: S0891-4222(23)00082-3
doi: 10.1016/j.ridd.2023.104504
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
104504Informations de copyright
Copyright © 2023 The Authors. Published by Elsevier Ltd.. All rights reserved.
Déclaration de conflit d'intérêts
Declarations of interest None.