Cognitive, academic, executive and psychological functioning in children with spastic motor type cerebral palsy: Influence of extent, location, and laterality of brain lesions

Laporta-Hoyos, Olga; Pannek, Kerstin; Pagnozzi, Alex M.; Whittingham, Koa; Wotherspoon, Jane; Benfer, Katherine A; Fiori, Simona; Ware, Robert S.; Boyd, Roslyn N.

doi:10.1016/j.ejpn.2022.02.004

Cited by 7 publications

(9 citation statements)

References 94 publications

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“…Unlike the significant association between the lesion temporal lobe laterality index and PPVT-IV found in our previous study [ 31 ], here the laterality indices for FA and MD were not significantly associated with the performance in the PPVT-IV. This is most likely due to two reasons.…”

Section: Discussioncontrasting

confidence: 99%

“…The association found between MD of the left temporal lobe and receptive vocabulary ratifies the importance of left temporal lobe microstructure for verbal functions in children with CP [ 30 ]. It is also consistent with our previous study in a larger sample (which includes all subjects from the present study) where we found that temporal lobe lesions being distributed toward the left, rather than the right, hemisphere was associated with poorer receptive vocabulary [ 31 ].…”

Section: Discussionsupporting

confidence: 93%

“…In a previous study [ 31 ], we found that poorer receptive vocabulary was associated with temporal lobe lesions being distributed toward the left, rather than the right, hemisphere as assessed by the lesion laterality index. After controlling for total lesion load, left-sided unilateral lesions, rather than bilateral lesions, were also found to be associated with poorer receptive vocabulary.…”

Section: Introductionmentioning

confidence: 85%

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White matter microstructure and receptive vocabulary in children with cerebral palsy: The role of interhemispheric connectivity

et al. 2023

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Background Communication and cognitive impairments are common impediments to participation and social functioning in children with cerebral palsy (CP). Bilateral language networks underlie the function of some high-level language-related cognitive functions. Purpose To explore the association between receptive vocabulary and white-matter microstructure in the temporal lobes and the central part of the temporo-temporal bundles in children with CP. Materials and methods 37 children with spastic motor type CP (mean age 9.6 years, 25 male) underwent a receptive vocabulary test (Peabody Picture Vocabulary Test, PPVT-IV) and 3T MRI. Mean fractional anisotropy (FA) and mean diffusivity (MD) were calculated for the temporal lobes and the interhemispheric bundles traversing the splenium of the corpus callosum and the anterior commissure. Associations between microstructure and receptive vocabulary function were explored using univariable linear regression. Results PPVT-IV scores were significantly associated with mean white matter MD in the left temporal lobe, but not the right temporal lobe. There was no association between PPVT-IV and mean white matter FA in the temporal lobes. PPVT-IV scores were not significantly associated with the laterality of these diffusion tensor metrics. Within the corpus callosum, FA, but not MD of the temporo-temporal bundles was significantly associated with the PPVT-IV scores. Within the anterior commissure no equivalent relationship between diffusion metrics and PPVT-IV was found. Conclusion Our findings add further understanding to the pathophysiological basis underlying receptive vocabulary skills in children with CP that could extend to other patients with early brain damage. This study highlights the importance of interhemispheric connections for receptive vocabulary.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 85%

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White matter microstructure and receptive vocabulary in children with cerebral palsy: The role of interhemispheric connectivity

et al. 2023

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“…PREDICT-CP46 was a follow-up study of these children at one time point between 8 and 12 years of age. The aim was to investigate the associations between brain structure, neurodevelopment, growth,36 body composition,37 dietary intake,51 52 oropharyngeal function,53 54 habitual physical activity,39 musculoskeletal development (hip status, bone health) and muscle performance during the preschool period (2–5 years) on motor attainment and performance,55 cognition,20 56 executive function,57 communication,58 participation, quality of life and related health resource use costs at school age (8–12 years). Ethics approvals were obtained for the Australian CP Child and GNPA studies through the University of Queensland Human Research Ethics Committee (2007001784 and 2008002260), the Children’s Health Services District Ethics Committee (HREC/07/QRCH/107 and HREC08/QRCH/112/AM01) and eight other sites across Australia 45 47.…”

Section: Methods and Analysismentioning

confidence: 99%

School readiness of children at high risk of cerebral palsy randomised to early neuroprotection and neurorehabilitation: protocol for a follow-up study of participants from four randomised clinical trials

et al. 2023

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IntroductionSchool readiness includes cognitive, socio-emotional, language and physical growth and development domains which share strong associations with life-course opportunities. Children with cerebral palsy (CP) are at increased risk of poor school readiness compared with their typically developing peers. Recently, earlier diagnosis of CP has allowed interventions to commence sooner, harnessing neuroplasticity. First, we hypothesise that early referral to intervention for children at-risk of CP will lead to improved school readiness at 4–6 years relative to placebo or care as usual. Second, we hypothesise that receipt of early diagnosis and early intervention will lead to cost-savings in the form of reduced healthcare utilisation.Methods and analysisInfants identified as at-risk of CP ≤6 months corrected age (n=425) recruited to four randomised trials of neuroprotectants (n=1), early neurorehabilitation (n=2) or early parenting support (n=1) will be re-recruited to one overarching follow-up study at age 4–6 years 3 months. A comprehensive battery of standardised assessments and questionnaires will be administered to assess all domains of school readiness and associated risk factors. Participants will be compared with a historical control group of children (n=245) who were diagnosed with CP in their second year of life. Mixed-effects regression models will be used to compare school readiness outcomes between those referred for early intervention versus placebo/care-as-usual. We will also compare health-resource use associated with early diagnosis and intervention versus later diagnosis and intervention.Ethics and disseminationThe Children’s Health Queensland Hospital and Health Service, The University of Queensland, University of Sydney, Monash University and Curtin University Human Research Ethics Committees have approved this study. Informed consent will be sought from the parent or legal guardian of every child invited to participate. Results will be disseminated in peer-reviewed journals, scientific conferences and professional organisations, and to people with lived experience of CP and their families.Trial registration numberACTRN12621001253897.

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“…Some of these studies have evaluated the EF skills in children with CP using clinical measures and compared them to typically developing peers (Bodimeade et al, 2013; Crichton et al, 2020; Freire & Osório, 2020; Laporta‐Hoyos et al, 2019). Some of them have evaluated EF skills using behavior rating scales (in daily life skills) (Sørensen et al, 2016; Laporta‐Hoyos et al, 2022; Muriel Molano et al, 2015). Only a few studies have used both clinical measures and behavioral ratings of EF together (Bottcher et al, 2010; Mousavi et al, 2022; Whittingham et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Cerebral palsy and executive functions: Inhibitory control and cognitive flexibility skills

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GERÇEK>

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et al. 2023

Psychology in the Schools

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Executive functions (EFs) are an umbrella term that includes various cognitive abilities (such as inhibition, planning, goal‐setting, monitoring, and shifting). There is common agreement that there are three main EFs: inhibitory control, cognitive flexibility, and working memory. Further studies have reported that compared to typically developing peers, children with cerebral palsy (CP) show deficits in EF skills. This study aims to evaluate children with CP's inhibitory control and cognitive flexibility skills. Forty children with CP between the ages of 7–13 were included in the present study. EF scores of the CP group were compared with scores of typically developing peers matched one‐to‐one by age and sex. The EF skills were evaluated with Wisconsin card sorting test (WCST), Stroop color–word test (SCWT) TBAG Form, and executive function behavior rating scale parent form (BRIEF‐P). It was determined that there was a significant difference in the WCST total trials, total errors, categories completed, and percent conceptual level responses scores (p < .05); SCWT‐TBAG scores (p < .05), and BRIEF‐P all scores (p ≤ .01) of children with CP. The results of this study suggest that children with CP are disadvantaged with EF skills in terms of inhibitory control and cognitive flexibility.

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Cognitive, academic, executive and psychological functioning in children with spastic motor type cerebral palsy: Influence of extent, location, and laterality of brain lesions

Cited by 7 publications

References 94 publications

White matter microstructure and receptive vocabulary in children with cerebral palsy: The role of interhemispheric connectivity

White matter microstructure and receptive vocabulary in children with cerebral palsy: The role of interhemispheric connectivity

School readiness of children at high risk of cerebral palsy randomised to early neuroprotection and neurorehabilitation: protocol for a follow-up study of participants from four randomised clinical trials

Cerebral palsy and executive functions: Inhibitory control and cognitive flexibility skills

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