Development of social functioning and communication in school-aged (5-9 years) children with cerebral palsy

Area of Science:

• Pediatrics
• Developmental Neuroscience
• Rehabilitation Medicine

Background:

• Cerebral palsy (CP) significantly impacts children's social functioning and communication.
• Longitudinal data on the progression of these challenges in school-aged children with CP is crucial for effective interventions.

Purpose of the Study:

• To investigate the factors influencing the trajectory of social functioning and communication in school-aged children with CP over two years.
• To identify predictors of progressive restrictions in these domains.

Main Methods:

• A longitudinal study followed 108 children with CP (aged 5-7 years, GMFCS levels I-V) over three yearly assessments.
• Social functioning and communication were assessed using the Vineland Adaptive Behavior Scales (VABS).
• Generalized estimating equations were used for data analysis.

Main Results:

• Non-ambulatory children with CP experienced progressive restrictions in social function over time compared to ambulatory peers.
• Lower GMFCS levels (V), epilepsy, speech problems, lower intellectual capacity, and older age at baseline were associated with poorer social functioning.
• Children with lower intellectual capacity showed greater communication restrictions over time.
• GMFCS V, speech problems, and older age at baseline were linked to greater communication restrictions.

Conclusions:

• Motor functioning (GMFCS) and intellectual ability are key indicators for identifying children with CP at risk of progressive social and communication deficits.
• Early, multidisciplinary assessment and intervention are recommended for children with CP experiencing social and communicative limitations to mitigate unfavorable development.