Ashley Sakash1, Aimee Teo Broman2, Paul J Rathouz2, Katherine C Hustad3. 1. Waisman Center, University of Wisconsin-Madison, United States. Electronic address: asakash@wisc.edu. 2. Department of Biostatistics and Medical Informatics, University of Wisconsin School of Medicine and Public Health, Madison, United States. 3. Waisman Center, University of Wisconsin-Madison, United States; Department of Communication Sciences and Disorders, University of Wisconsin-Madison, United States.
Abstract
BACKGROUND AND AIMS: Although children with cerebral palsy (CP) are at an increased risk for developing speech, language, and executive function (EF) impairments, little is known regarding the relationship among these risk factors. The current study examined how different profiles of speech and language impairment might be associated with impairments in EF skills in school-aged children with CP. METHODS AND PROCEDURES: Forty-seven school-aged children with CP were included. Each child contributed between one and four data points for a total of 87 data points. Children were classified into speech and language profile groups at each data point. EF skills were examined using the Behavior Rating Inventory of Executive Function questionnaire. OUTCOMES AND RESULTS: Compared to a mean of 50 from a normative population of children, mean scores on all measures of EF were significantly elevated for all groups (p<.05). The proportion of children with CP with elevated EF scores was significantly higher for all groups compared to the expected proportion in a normal population of children (p<.05). CONCLUSIONS AND IMPLICATIONS: Children with CP who do not have impairments in speech or language may be at risk for EF difficulties which may negatively affect social communication, academic performance, and functional independence.
BACKGROUND AND AIMS: Although children with cerebral palsy (CP) are at an increased risk for developing speech, language, and executive function (EF) impairments, little is known regarding the relationship among these risk factors. The current study examined how different profiles of speech and language impairment might be associated with impairments in EF skills in school-aged children with CP. METHODS AND PROCEDURES: Forty-seven school-aged children with CP were included. Each child contributed between one and four data points for a total of 87 data points. Children were classified into speech and language profile groups at each data point. EF skills were examined using the Behavior Rating Inventory of Executive Function questionnaire. OUTCOMES AND RESULTS: Compared to a mean of 50 from a normative population of children, mean scores on all measures of EF were significantly elevated for all groups (p<.05). The proportion of children with CP with elevated EF scores was significantly higher for all groups compared to the expected proportion in a normal population of children (p<.05). CONCLUSIONS AND IMPLICATIONS: Children with CP who do not have impairments in speech or language may be at risk for EF difficulties which may negatively affect social communication, academic performance, and functional independence.
Authors: G S Liptak; M O'Donnell; M Conaway; W C Chumlea; G Wolrey; R C Henderson; E Fung; V A Stallings; L Samson-Fang; R Calvert; P Rosenbaum; R D Stevenson Journal: Dev Med Child Neurol Date: 2001-06 Impact factor: 5.449
Authors: Katherine C Hustad; Kristen M Allison; Ashley Sakash; Emily McFadd; Aimee Teo Broman; Paul J Rathouz Journal: Dev Neurorehabil Date: 2016-10-28 Impact factor: 2.308
Authors: M Liss; D Fein; D Allen; M Dunn; C Feinstein; R Morris; L Waterhouse; I Rapin Journal: J Child Psychol Psychiatry Date: 2001-02 Impact factor: 8.982
Authors: Clare Koopmans; Ashley Sakash; Jennifer Soriano; Helen L Long; Katherine C Hustad Journal: Lang Speech Hear Serv Sch Date: 2021-11-12 Impact factor: 2.215