Cognitive assessment practices of children with cerebral palsy: a national cohort study
Kristine Stadskleiv1,2, Lena Elin Lorentzen3, Sandra Julsen Hollung4,5
1Department of Special Needs Education, University of Oslo, Oslo, Norway.
Insights
Children with cerebral palsy (CP) face cognitive challenges. Those with severe motor or speech impairments were less likely to receive cognitive assessments, highlighting a gap in support for high-needs children.
Area of Science:
- Pediatrics
- Neurology
- Developmental Disabilities
Background:
- Children with cerebral palsy (CP) are susceptible to cognitive impairments.
- Cognitive assessments are crucial for identifying and addressing these support needs.
- Not all children diagnosed with CP undergo cognitive assessment.
Purpose of the Study:
- To investigate systematic differences between children with CP who receive cognitive assessments and those who do not.
- To identify factors associated with under-assessment in this population.
Main Methods:
- Utilized data from the Norwegian Quality and Surveillance Registry for Cerebral Palsy.
- Included children born between 2002 and 2014.
- Analyzed assessment rates based on severity of impairment using Motor Ability Classification System and Viking Speech Scale.
Main Results:
- Out of 1532 children, 972 (63.4%) received a cognitive assessment.
- Children classified with Motor Ability Classification System levels IV-V and/or Viking Speech Scale level IV were significantly less likely to be assessed.
- This indicates a disparity in assessment rates based on functional severity.
Conclusions:
- Children with CP and more severe physical or speech impairments are less likely to be offered cognitive assessments.
- This disparity is concerning, as these children often require tailored interventions.
- Efforts are needed to ensure equitable access to cognitive assessments for all children with CP.
Aim:
Children with cerebral palsy (CP) are at risk of cognitive impairments. Cognitive assessments identify support needs. However, not all children with CP are assessed. This study investigates if there are systematic differences between children with CP cognitively assessed and not assessed.
Method:
Children registered in the Norwegian Quality and Surveillance Registry for Cerebral Palsy born 2002-2014 were included.
Results:
Of the 1532 children included, 972 (63.4%) had a cognitive assessment. Children with Motor Ability Classification System levels IVV and/or Viking Speech Scale level IV were less likely to be assessed.
Discussion:
It is disconcerting that children with CP and the most severe impairments are less likely to be offered assessments, given their needs for individually tailored interventions.
