Development of non-verbal intellectual capacity in school-age children with cerebral palsy
D W Smits1, M Ketelaar, J W Gorter
1Centre of Excellence for Rehabilitation Medicine Utrecht, Rehabilitation Centre De Hoogstraat, Utrecht, The Netherlands. d.smits@dehoogstraat.nl
Insights
Children with cerebral palsy (CP) show varying intellectual development. Less severe CP is linked to development similar to typical children, while severe CP indicates limited intellectual growth.
Area of Science:
- Pediatric Neurology
- Developmental Psychology
- Neurodevelopmental Disorders
Background:
- Children with cerebral palsy (CP) face higher risks of intellectual development limitations compared to typically developing peers.
- Identifying specific risk factors for intellectual impairment in children with CP is crucial.
- This study addresses the gap in understanding developmental trajectories of non-verbal intellectual capacity in school-aged children with CP.
Purpose of the Study:
- To describe the developmental patterns of non-verbal intellectual capacity in school-aged children with CP.
- To investigate the relationship between the severity of CP and the development of non-verbal intellectual capacity.
- To identify specific CP characteristics associated with intellectual development outcomes.
Main Methods:
- Longitudinal cohort study involving clinic-based samples of children with CP.
- Assessment of non-verbal intellectual capacity using Raven's Coloured Progressive Matrices (RCPM) at multiple age points (5-7 and 7-9 years).
- Classification of CP severity using the Gross Motor Function Classification System (GMFCS), motor impairment type, and limb distribution; MANOVA used for analysis.
Main Results:
- A statistically significant increase in RCPM raw scores was observed, indicating development in non-verbal capacity.
- No significant changes in RCPM intelligence quotient (IQ) scores were found over time.
- Development of RCPM raw scores was significantly associated with CP severity; higher gross motor function and spastic CP correlated with greater raw score increases.
Conclusions:
- Children with CP (aged 5-9) exhibit diverse developmental trajectories in non-verbal intellectual capacity, influenced by CP severity.
- Children with less severe CP demonstrated developmental patterns closer to typically developing children.
- Children with more severe CP showed a more limited intellectual development trajectory compared to their typically developing peers.
Background:
Children with cerebral palsy (CP) are at greater risk for a limited intellectual development than typically developing children. Little information is available which children with CP are most at risk. This study aimed to describe the development of non-verbal intellectual capacity of school-age children with CP and to examine the association between the development of non-verbal intellectual capacity and the severity of CP.
Methods:
A longitudinal analysis in a cohort study was performed with a clinic-based sample of children with CP. Forty-two children were assessed at 5, 6 and 7 years of age, and 49 children were assessed at 7, 8 and 9 years of age. Non-verbal intellectual capacity was assessed by Raven's Coloured Progressive Matrices (RCPM). Severity of CP was classified by the Gross Motor Function Classification System, type of motor impairment and limb distribution. manova for repeated measurements was used to analyse time effects and time × group effects on both RCPM raw scores and RCPM intelligence quotient scores.
Results:
The development of non-verbal intellectual capacity was characterised by a statistically significant increase in RCPM raw scores but no significant change in RCPM intelligence quotient scores. The development of RCPM raw scores was significantly associated with the severity of CP. Children with higher levels of gross motor functioning and children with spastic CP showed greater increase in raw scores than children with lower levels of gross motor functioning and children with dyskinetic CP.
Conclusions:
Children with CP aged between 5 and 9 years show different developmental trajectories for non-verbal intellectual capacity, which are associated with the severity of CP. The development of non-verbal intellectual capacity in children with less severe CP seems to resemble that of typically developing children, while children with more severe CP show a limited intellectual development compared to typically developing children.
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