Related Experiment Video
Updated: Jun 12, 2026
Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy
Published on: January 11, 2016
Behavioural and emotional symptoms of preschool children with cerebral palsy: a population-based study
Solveig Sigurdardottir1, Marit S Indredavik, Auður Eiriksdottir
1State Diagnostic and Counselling Centre, Kopavogur, Iceland. solveig@greining.is
Insights
Preschool children with cerebral palsy (CP) exhibit significant behavioral and emotional challenges. These difficulties, including attention problems and aggression, require integrated treatment approaches for improved outcomes.
Area of Science:
- Pediatric neurology
- Developmental psychology
- Child psychiatry
Background:
- Cerebral palsy (CP) affects motor function and can present with co-occurring behavioral and emotional symptoms.
- Early identification and intervention for these symptoms are crucial for comprehensive child development.
Purpose of the Study:
- To characterize the prevalence and nature of behavioral and emotional symptoms in Icelandic preschool children diagnosed with cerebral palsy (CP).
Main Methods:
- The study included 36 preschool children with congenital CP and a comparison group of 110-120 typically developing children.
- Behavioral and emotional symptoms were assessed using the Child Behavior Checklist/1½-5 (CBCL/1½-5) and the Caregiver-Teacher Report Form (C-TRF).
- Children with CP were classified by symptom distribution, type (spastic CP), and Gross Motor Function Classification System (GMFCS) levels.
Main Results:
- A significantly higher proportion of children with CP (48-65%) displayed high levels of behavioral and emotional problems compared to the control group (18%).
- Children with CP showed elevated scores across most CBCL/1½-5 and C-TRF subscales, excluding somatic complaints.
- Attention difficulties, social withdrawal, aggressive behaviors, and anxious/depressed symptoms were particularly prominent in the CP group.
Conclusions:
- Preschool children with CP demonstrate a high burden of behavioral and emotional difficulties.
- These findings underscore the necessity of incorporating behavioral and emotional support into the comprehensive treatment plans for children with CP.
Aim:
To describe behavioural and emotional symptoms among Icelandic preschool children with cerebral palsy (CP).
Method:
Children with congenital CP, assessed with the Child Behavior Checklist/1½-5 (CBCL/1½-5) and Caregiver-Teacher Report Form (C-TRF), were enrolled in the study. A comparison group was recruited from the general population. Thirty-six children (53% males) with CP were assessed at a mean age of 4 years 11 months (SD 5 mo, range 4-6 y); 26 (72%) had bilateral distribution of symptoms and 32 (89%) had spastic CP. Thirty (83%) were at Gross Motor Function Classification System levels I or II and six at levels III or IV. For comparison, 110 (43% males) and 120 (48% males) children were assessed with the CBCL/1½-5 and the C-TRF respectively, at a mean age of 4 years 6 months (SD 6 mo, range 4-6 y).
Results:
Sixteen children (48%) with CP had high scores on total problems scale of the CBCL/1½-5 and 20 (65%) on the C-TRF compared with 18% of the comparison group, both on the CBCL/1½-5 and the C-TRF (p<0.001). Children with CP had higher scores on all subscales of the CBCL/1½-5 and the C-TRF, except somatic complaints. Attention difficulties, withdrawn, aggressive behaviour, and anxious/depressed symptoms were most pronounced among children with CP.
Interpretation:
A large proportion of preschool children with CP have substantial behavioural and emotional difficulties, which need to be addressed in their treatment.
