Executive functions in preschool children with cerebral palsy--Assessment and early intervention--A pilot study
Kristian Sørensen1, Janne Risholm Liverød2, Bjørn Lerdal1
1a Child Habilitation Unit, Department of Pediatrics , Sørlandet Hospital HF , Kristiansand , Norway .
Insights
Program Intensified habilitation (PIH) showed positive effects on executive functioning in preschool children with cerebral palsy (CP). Fathers and teachers noted improvements in metacognition and flexibility after the program.
Area of Science:
- Pediatric Neurology
- Developmental Psychology
- Rehabilitation Science
Background:
- Cerebral palsy (CP) can impact executive functioning in preschool-aged children.
- Understanding executive function development is crucial for early intervention.
- The Program Intensified habilitation (PIH) is an intervention aimed at improving skills in children with CP.
Purpose of the Study:
- To evaluate executive functioning levels in preschool children diagnosed with cerebral palsy (CP).
- To determine the impact of the Program Intensified habilitation (PIH) on executive functions in this population.
Main Methods:
- A prospective, non-randomized study involving 15 preschool children with CP and their parents.
- Participants engaged in the Program Intensified habilitation (PIH) over a one-year period.
- Executive functions were assessed using the Behavior Rating Inventory of Executive functions-Preschool version (BRIEF-P), completed by parents and teachers.
Main Results:
- Prior to PIH, executive function difficulties were comparable to the general population mean.
- Post-PIH, fathers reported significant reductions in Emergent Metacognition Index difficulties.
- Preschool teachers observed significant improvements in Flexibility Index scores following PIH; maternal reports indicated no significant changes.
Conclusions:
- Preschool children with CP in this study exhibited age-appropriate executive functions pre-intervention.
- The Program Intensified habilitation (PIH) led to improvements in specific executive skill difficulties.
- The Behavior Rating Inventory of Executive functions-Preschool version (BRIEF-P) effectively identified cognitive strengths and weaknesses.
Objective:
To assess the level of executive functioning among preschool children with cerebral palsy (CP) and evaluate effects of the Program Intensified habilitation (PIH).
Methods:
In this non-randomized, prospective study, 15 preschool children with CP, and their parents attended the PIH for a 1-year period. Executive functions were evaluated using the Behavior Rating Inventory of Executive functions-Preschool version (BRIEF-P), filled out by parents and preschool teachers.
Results:
Before PIH, scores of executive function difficulties were close to the general population mean. After PIH, fathers and preschool teachers reported reduced levels of executive difficulties on, respectively, the Emergent Metacognition Index and the Flexibility Index on the BRIEF-P. Mothers reported no changes.
Conclusion:
The children in our sample showed age-appropriate levels of executive functions before attending PIH. Some aspects of executive skills difficulties were reduced after PIH. Using BRIEF-P contributed to the differentiation of cognitive strengths and weaknesses among the children.
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