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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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The purpose of the present study is to develop a long term cost-effectiveness (efficient protocol, playful context, and practical strategy) training program for school-age children with Ce...
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Facilities which provide care for pre-school and school-age children.
An individual intelligence test designed primarily for school children to predict school performance and the ability to adjust to everyday demands.
A rare central nervous system demyelinating condition affecting children and young adults. Pathologic findings include a large, sharply defined, asymmetric focus of myelin destruction that may involve an entire lobe or cerebral hemisphere. The clinical course tends to be progressive and includes dementia, cortical blindness, cortical deafness, spastic hemiplegia, and pseudobulbar palsy. Concentric sclerosis of Balo is differentiated from diffuse cerebral sclerosis of Schilder by the pathologic finding of alternating bands of destruction and preservation of myelin in concentric rings. Alpers' Syndrome refers to a heterogeneous group of diseases that feature progressive cerebral deterioration and liver disease. (From Adams et al., Principles of Neurology, 6th ed, p914; Dev Neurosci 1991;13(4-5):267-73)
A heterogeneous group of nonprogressive motor disorders caused by chronic brain injuries that originate in the prenatal period, perinatal period, or first few years of life. The four major subtypes are spastic, athetoid, ataxic, and mixed cerebral palsy, with spastic forms being the most common. The motor disorder may range from difficulties with fine motor control to severe spasticity (see MUSCLE SPASTICITY) in all limbs. Spastic diplegia (Little disease) is the most common subtype, and is characterized by spasticity that is more prominent in the legs than in the arms. Pathologically, this condition may be associated with LEUKOMALACIA, PERIVENTRICULAR. (From Dev Med Child Neurol 1998 Aug;40(8):520-7)
Degeneration of white matter adjacent to the CEREBRAL VENTRICLES following cerebral hypoxia or BRAIN ISCHEMIA in neonates. The condition primarily affects white matter in the perfusion zone between superficial and deep branches of the MIDDLE CEREBRAL ARTERY. Clinical manifestations include VISION DISORDERS; CEREBRAL PALSY; PARAPLEGIA; SEIZURES; and cognitive disorders. (From Adams et al., Principles of Neurology, 6th ed, p1021; Joynt, Clinical Neurology, 1997, Ch4, pp30-1)
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