Executive Functioning in Children Aged 6–18 Years with Cerebral Palsy

Stadskleiv, Kristine; Jahnsen, Reidun; Andersen, Guro L.; Tetzchner, Stephen von

doi:10.1007/s10882-017-9549-x

Cited by 12 publications

(6 citation statements)

References 49 publications

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“…One reason for the low raw scores of the CP group on this test might be because of poor fine motor skills as suggested by Gagliardi et al (2013), however the children in our study were considered by their teachers to have sufficient manual dexterity to complete simple assessment tasks, and all of the children completed this test. Furthermore, Stadskleiv et al (2017) found that the physical dexterity of their participants with CP made no difference to their abilities in a recall test (completed on a computer), and informal observations by the first author suggested that the responses on the visual STM task of children in our study were not dependent on precise motor movements other than pointing. All this supports the idea that the CP group's lower scores are more likely to be due to their difficulties with perceiving the shape and positions of the blocks or remembering the sequences of the blocks rather than their motor skills (see Gagliardi et al, 2013).…”

Section: Discussionsupporting

confidence: 44%

“…Many children with CP have visual-spatial perceptual impairments despite typical or near-typical visual acuity (Akhutina, Foreman, Krichevets, & Vahakuopus, 2003;Ego et al, 2015;Menken, Cermak, & Fisher, 1987;Reed & Drake, 1990;Ortibus, Lagae, Casteels, Demaerel, & Stiers, 2009;Stadskleiv, Jahnsen, Andersen, & von Tetzchner, 2017). Ego et al (2015), in a systematic review of visual-perceptual impairments in children with CP, identified 15 studies which included one of five standardised tests that assessed visual perception.…”

Section: Mathematical Abilities Visual-spatial Abilities and Cerebrmentioning

confidence: 99%

“…The condition affects the contraction, tone and function of muscles, and hence motor development, with a prevalence of approximately 2-3 children in every thousand (Odding, Roebroeck, & Stam, 2006). Research into CP has identified that, along with the characteristic motor impairments, there often are cognitive impairments (Odding et al, 2006;Stadskleiv, Jahnsen, Andersen & von Tetzchner, 2017). Related to this, many children with CP have difficulties with developing mathematical concepts (Jenks, val Lieshout & de Moor, 2012;van Rooijen et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy

Critten

Campbell

Farran

et al. 2018

Research in Developmental Disabilities

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A B S T R A C TBackground: Previous research suggests that children with cerebral palsy (CP) have impairments in visual-spatial and mathematics abilities, although we know very little about the association between these two domains. Aims: To investigate the extent of visual-spatial and mathematical impairments in children with CP and the associations between these two domains. Method and Procedure: Thirty-two children with predominantly quadriplegic spastic and/or athetoid (dyskinetic) CP (13 years 7 months) and a group of typically developing (TD) children (8 years 6 months) matched by receptive vocabulary were given a battery of visual-spatial and mathematics tasks. Visual-spatial assessments ranged from simple tests of perception to complex reasoning about these stimuli. A standardised test of mathematics ability was administered to both groups. Outcomes and Results: The children with CP had significantly poorer mathematical and visualspatial abilities than the TD group. For the TD group age was the best predictor of mathematical ability, in the CP group receptive vocabulary and visual perception abilities were the best predictors of mathematical ability. Conclusion and Implications: The CP group had extensive difficulties with visual perception; visual short-term memory; visual reasoning; and mental rotation all of which were associated with their mathematical abilities. These findings have implications for the teaching of visual perception and visual memory skills in young children with CP as these may help the development of mathematical abilities. What this paper addsResults supported and extended previous research. Children with CP, in comparison with a TD group, were found to have impairments to visual-spatial perception including processing information in visual short-term memory, in mental rotation tasks and in matrices reasoning tasks. The CP group also had significantly poorer mathematical abilities than the TD group. We provide additional information about the presence of significant relationships between visual-spatial perceptual abilities and the mathematical abilities of both groups of children. We demonstrated that the CP group showed extensive, significant relationships between visual-spatial tests and their mathematical abilities. These findings suggest the potential importance of teaching and developing visual-spatial https://doi

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Section: Discussionsupporting

confidence: 44%

Section: Mathematical Abilities Visual-spatial Abilities and Cerebrmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy

Critten

Campbell

Farran

et al. 2018

Research in Developmental Disabilities

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“…There are a growing number of studies [ 22 , 33 , 43 , 53 , 61 – 65 ] and reviews [ 38 , 66 , 67 ] that have investigated EF in children with CP with findings suggesting difficulties across multiple EF domains. Bottcher et al [ 43 ] report difficulties in all domains of the Behavior Rating Inventory of Executive Function (BRIEF) [ 68 ] in a group of 33 children with spastic unilateral and bilateral CP.…”

Section: Introductionmentioning

confidence: 99%

Cognition and bimanual performance in children with unilateral cerebral palsy: protocol for a multicentre, cross-sectional study

et al. 2018

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BackgroundMotor outcomes of children with unilateral cerebral palsy are clearly documented and well understood, yet few studies describe the cognitive functioning in this population, and the associations between the two is poorly understood. Using two hands together in daily life involves complex motor and cognitive processes. Impairment in either domain may contribute to difficulties with bimanual performance. Research is yet to derive whether, and how, cognition affects a child’s ability to use their two hands to perform bimanual tasks.Methods/DesignThis study will use a prospective, cross-sectional multi-centre observational design. Children (aged 6–12 years) with unilateral cerebral palsy will be recruited from one of five Australian treatment centres. We will examine associations between cognition, bimanual performance and brain neuropathology (lesion type and severity) in a sample of 131 children. The primary outcomes are: Motor - the Assisting Hand Assessment; Cognitive - Executive Function; and Brain – lesion location on structural MRI. Secondary data collected will include: Motor - Box and Blocks, ABILHAND- Kids, Sword Test; Cognitive – standard neuropsychological measures of intelligence. We will use generalized linear modelling and structural equation modelling techniques to investigate relationships between bimanual performance, executive function and brain lesion location.DiscussionThis large multi-centre study will examine how cognition affects bimanual performance in children with unilateral cerebral palsy. First, it is anticipated that distinct relationships between bimanual performance and cognition (executive function) will be identified. Second, it is anticipated that interrelationships between bimanual performance and cognition will be associated with common underlying neuropathology. Findings have the potential to improve the specificity of existing upper limb interventions by providing more targeted treatments and influence the development of novel methods to improve both cognitive and motor outcomes in children with unilateral cerebral palsy.Trial registrationACTRN12614000631606; Date of retrospective registration 29/05/2014.

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“…19 Children with CP, even those without intellectual disability, often have impaired cognitive functions compared with peers without CP. [20][21][22][23] Adults with mild CP (less severe motor impairment and no intellectual disability) have described how cognitive restrictions impact their ability to plan, initiate and perform tasks in everyday life. 7 In Sweden, adults with mild disability are expected to cope with integration into society without any special support (be enrolled in mainstream schools, move to their own home as adults and find work on the open market), while those with severe disabilities have a statutory right to special schooling, housing and sheltered employment.…”

Section: Introductionmentioning

confidence: 99%

Evidence of Construct Validity for the Modified Mental Fatigue Scale When Used in Persons with Cerebral Palsy

Bergqvist

Öhrvall

Rönnbäck

et al. 2019

Developmental Neurorehabilitation

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Introduction: Fatigue impacts negatively on everyday activities in individuals with cerebral palsy (CP). More knowledge is needed about how mental fatigue is manifested in this target group. The purpose of this study was to gather evidence about the validity of the modified Mental Fatigue Scale (m-MFS) in adults with CP. Methods: Mixed sequential exploratory design. The respondents were ten persons aged 22-56 with CP (MACS I-II). Results: The respondents perceived the m-MFS as easy to read and understand. Its structure was characterised as straightforward and the text of the rating options was deemed to assist identification with life situations. Very good agreement was seen between the respondents' and the instrument designers' intended meaning for the items in the m-MFS; the weighted kappa was 0.92. Conclusion: This study showed evidence of construct validity, based on response processes and content, for use of the modified MFS in adults with CP.

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Executive Functioning in Children Aged 6–18 Years with Cerebral Palsy

Cited by 12 publications

References 49 publications

Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy

Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy

Cognition and bimanual performance in children with unilateral cerebral palsy: protocol for a multicentre, cross-sectional study

Evidence of Construct Validity for the Modified Mental Fatigue Scale When Used in Persons with Cerebral Palsy

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