Educational outcomes for children with cerebral palsy: a linked data cohort study

Gillies, Malcolm B; Bowen, Jennifer R.; Patterson, Jillian A.; Roberts, Christine L.; Torvaldsen, Siranda

doi:10.1111/dmcn.13651

Cited by 22 publications

(34 citation statements)

References 16 publications

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“…Children who developmentally vulnerable are more likely to have poor educational outcomes in primary school and early high school 5 6. As adults, these inequities widen, presenting as higher levels of morbidity and mortality, lower levels of academic achievement, poorer employment opportunities and reduced participation in society 7–9…”

Section: Introductionmentioning

confidence: 99%

Use of health services by preschool-aged children who are developmentally vulnerable and socioeconomically disadvantaged: testing the inverse care law

Woolfenden

Galea

Badland

et al. 2020

J Epidemiol Community Health

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AimThe inverse care law suggests that those with the greatest need for services are least likely to receive them. Our aim of this study was to test the inverse care law in relation to the use of health services by children aged 4–5 years in Australia who were developmentally vulnerable and socioeconomically disadvantaged.MethodCross-sectional data were collected from the Longitudinal Study of Australian Children birth cohort when the children were aged 4–5 years. Children were grouped according to the combination of developmental vulnerability (yes, no) and socioeconomic disadvantage (lower, higher), resulting in four groups (reference group: developmentally vulnerable and disadvantaged). Multivariate regression was used to examine the impact of the combination of developmental vulnerability and disadvantage on health service use, adjusting for other sociodemographic characteristics.Results3967 (90%) of children had data on developmental vulnerability at 4–5 years. A third of children (32.6%) were classified as developmentally vulnerable, and 10%–25% of these children had used health services. Non-disadvantaged children who were developmentally vulnerable (middle need) had 1.4–2.0 times greater odds of using primary healthcare, specialist and hospital services; and non-disadvantaged children who were not developmentally vulnerable (lowest need) had 1.6–1.8 times greater odds of using primary healthcare services, compared with children who were developmentally vulnerable and disadvantaged (highest need).ConclusionWe found some evidence of the inverse care law. Equity in service delivery remains a challenge that is critically important to tackle in ensuring a healthy start for children.

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Section: Introductionmentioning

confidence: 99%

Use of health services by preschool-aged children who are developmentally vulnerable and socioeconomically disadvantaged: testing the inverse care law

Woolfenden

Galea

Badland

et al. 2020

J Epidemiol Community Health

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“…In our study, 36% of children with CP finished compulsory school fulfilling the requirements to proceed to secondary school. This can be compared with an Australian study in which around 30% of the children with CP scored in the range of population norms in standardized educational testing 14 . In Denmark, around 50% of children with CP had continued studies after lower secondary school, which is equivalent in age to compulsory school in the current study 12 .…”

Section: Discussionmentioning

confidence: 88%

“…Education plays a central role in enabling children and adolescents to participate in the labour market as adults, but it is unknown to what extent low rates of labour market participation are due to lower educational levels among persons with CP. Although level of education has been shown to be lower among adults with CP compared with the general population, 12,13 an Australian study showed that around 30% of children with CP obtained scores in the range of population norms in standardized educational testing 14 . Children with more severe motor symptoms were less likely to undergo educational assessments or to obtain population‐norm scores.…”

mentioning

confidence: 99%

“…Although level of education has been shown to be lower among adults with CP compared with the general population, 12,13 an Australian study showed that around 30% of children with CP obtained scores in the range of population norms in standardized educational testing. 14 Children with more severe motor symptoms were less likely to undergo educational assessments or to obtain population-norm scores. Socioeconomic and demographic factors are associated with education in the general population, but it is unknown if this is the case for children with CP.…”

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confidence: 99%

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School outcomes of adolescents with cerebral palsy in Sweden

Jarl¹,

Alriksson-Schmidt

2020

Develop Med Child Neuro

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Aim To study school outcomes of adolescents with cerebral palsy (CP) compared with a matched comparison group from the general population, and to observe to what extent sociodemographic and disability‐specific factors are associated with school outcomes. Method This was a register study of persons with CP in Sweden, born between 1990 and 1999, with a matched comparison group. Logistic regressions were used to estimate the associations between CP and disability‐specific factors and school outcomes (receiving final grades, grade scores, fulfilling the requirements for progressing to secondary school/university, and attending secondary school). Results Children with CP had substantially lower school achievement compared with a general population sample. Much of the difference can be attributed to intellectual disability; however, CP remained strongly negatively associated with school outcomes. Ability to communicate in an effective manner explained most of the variation in children with CP, whereas motor function played a smaller role. Interpretation The results suggest that school achievements might be improved if the communication barrier could be reduced, for example by ascertaining access to appropriate communication devices and by educators being aware that communicative difficulties do not necessarily imply intellectual disability. This might enhance the school experience and create an environment where children with CP can reach their full potential. What this study adds There are reduced educational outcomes associated with cerebral palsy. Negative outcomes are mainly driven by reduced communicative and intellectual ability. Gross motor function is associated with outcomes, but plays a smaller part.

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“…Furthermore, a causal link has been proposed between visuospatial attention and reading acquisition (Hari and Renvall, 2001; Vidyasagar and Pammer, 2010; Franceschini et al, 2012; Collis et al, 2013). In view of the high incidence of reading difficulties in CPC (Frampton et al, 1998; Schenker et al, 2005; Gillies et al, 2018), deficits in selective attention may be responsible also for learning disorders in CP (Bottcher, 2010).…”

Section: Introductionmentioning

confidence: 99%

Visuospatial Attention and Saccadic Inhibitory Control in Children With Cerebral Palsy

Maioli

Falciati

Galli

et al. 2019

Front. Hum. Neurosci.

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Cerebral palsy (CP) is a non-progressive syndrome due to a pre-, peri- or post-natal brain injury, which frequently involves an impairment of non-motor abilities. The aim of this article was to examine visuospatial attention and inhibitory control of prepotent motor responses in children with CP showing a normal IQ or mild cognitive impairment, measuring their performance in oculomotor tasks. Ten children (9–16-year-old) with spastic CP and 13 age-matched, typically developing children (TDC) participated in the study. Subjects performed a simple visually-guided saccade task and a cue-target task, in which they performed a saccade towards a peripheral target, after a non-informative visual cue was flashed 150 ms before the imperative target, either at the same (valid) or at a different (invalid) spatial position. Children with CP showed severe executive deficits in maintaining sustained attention and complying with task instructions. Furthermore, saccadic inhibitory control appeared to be significantly impaired in the presence of both stimulus-driven and goal-directed captures of attention. In fact, patients showed great difficulties in suppressing saccades not only to the cue stimuli but also to the always-present target placeholders, which represented powerful attentional attractors that had to be covertly attended throughout the task execution. Moreover, impairment did not affect in equal manner the whole visual field but showed a marked spatial selectivity in each individual subject. Saccade latencies in the cue-target task were faster in the valid than in the invalid condition in both child groups, indicating the preservation of low-level visuospatial attentive capabilities. Finally, this study provides evidence that these impairments of executive skills and in inhibitory control, following early brain injuries, manifest in childhood but recover to virtually normal level during adolescence.

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Educational outcomes for children with cerebral palsy: a linked data cohort study

Abstract: From 2009 to 2014, most Australian children with cerebral palsy (CP) attended a mainstream school. The rate of disability-related exemption from standardized educational testing was almost 50%. Thirty per cent of children with CP achieved educational scores in the normal range.

Cited by 22 publications

References 16 publications

Use of health services by preschool-aged children who are developmentally vulnerable and socioeconomically disadvantaged: testing the inverse care law

Use of health services by preschool-aged children who are developmentally vulnerable and socioeconomically disadvantaged: testing the inverse care law

School outcomes of adolescents with cerebral palsy in Sweden

Visuospatial Attention and Saccadic Inhibitory Control in Children With Cerebral Palsy

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