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This tutorial will prepare speech-language pathologists in evidence-based practices to support functional seating of children with cerebral palsy in the classroom and school-based therapy sessions. Speech-language pathologists will learn to: (a) recognize the positive effects of seating intervention, (b) identify the characteristics of functional seating that may produce these positive effects, and (c) realize their role in supporting functional seating for school-aged children with cerebral palsy.
The research reporting positive effects of seating intervention for school-aged children with cerebral palsy is discussed according to the International Classification of Functioning, Disability and Health. Recommended guidelines for functional seating for school-aged children with cerebral palsy are gleaned from the research evidence. The specific role of the speech-language pathologist is then discussed.
Seating intervention may produce positive body structure and function, activities, and participation effects for school-aged children with cerebral palsy when appropriate equipment is provided for weight bearing, the pelvis is positioned for stability and mobility, and the body is aligned. Speech-language pathologists can support functional seating for school-aged children with cerebral palsy by communicating with professionals with seating expertise and by invoking and monitoring recommended guidelines for children with basic and complex seating needs respectively.
The Pennsylvania State University.
This article was published in the following journal.
Name: Language, speech, and hearing services in schools
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Facilities which provide care for pre-school and school-age children.
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