作者
|
Li, Y-C., Wu, C-Y., Liaw, M-Y.,
Lin, K-C., Tu, Y-W., Chen, C-L., Chen, C-Y. &
Liu, W-Y.
|
摘要
|
Cerebral palsy (CP) is a disorder of movement and posture control with
multiple impairments. The clinical manifestations of CP vary among children.
The aim of this study was to compare the developmental profiles of preschool
children with either of two types of CP: spastic diplegic
(SD) CP and spastic quadriplegic (SQ) CP. Relationships between the
children's various developmental functions were also investigated. We
recruited 137 children with spastic CP, aged 1-5 years (mean age = 3.7 +/-
2.1 years), and we classified them into two groups: SD (n = 59) and SQ (n =
78). The comparison group comprised 18 children with typical development.
Developmental functions were assessed in all the children, using the Chinese
Child Development Inventory with the updated norms. This scale addressed
eight functional domains: gross motor ability, fine motor ability, expressive
language ability, concept comprehension ability, situation comprehension
ability, self-help ability, personal-social skills, and general development.
A development quotient (DQ) was determined for each domain as a percentage of
the developmental age divided by the chronological age. The developmental
profiles of the CP subtypes were found to differ. Children with SQ were found
to have lower DQs than those with SD (p < 0.01). There was also a
difference in the distribution of DQs between the SD and SQ groups, although
the lowest DQ in both groups was for the gross motor domain. An uneven delay
in the development of gross motor function was found in both groups of
children with CP. Motor functions, including gross motor and fine motor
functions, were significantly related to self-help ability. Complex and significant
correlations among developmental functions were also identified in children
with CP. The findings in the present study may allow clinicians to anticipate
the developmental profile of children with CP on the basis of whether they
have the SD or SQ subtype. This, in turn, is likely to facilitate individual
assessment, goal setting, and the planning of interventions in children with
CP.
|
|