The terms “assistive technology” and “adaptive technology” can both be used to refer to items that make tasks easier for people with disabilities.

This is written by Kari Turner, who has CP, on questions to ask regarding equipment for people with CP, things to consider in looking for or at equipment, and how to determine what's really useful

Although some children with cerebral palsy (CP) also have autism, the two conditions are not the same. Learn the difference between autism & cerebral palsy #autism #cerebralpalsy #specialneedsparenting

Hyperbaric oxygen therapy for cerebral palsy with stem cell therapy in India is known to show great results. Best and affordable cerebral palsy treatment in India.

Our firm hosts scholarships for students with cerebral palsy & other disabilities, and all students pursuing a career in disability advocacy.

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Spastic Diplegia Cerebral Palsy (also referred to as Diplegic Cerebral Palsy) is one of the most common types of CP diagnosed in children today. It affects nearly 80% of people diagnosed. With that said, you may be wondering... What does Spastic Diplegia mean? What are the signs and symptoms to look for? What types of

Baclofen is a muscle relaxant that can help individuals with cerebral palsy manage high muscle tone. However, its effects are temporary, so it’s essential to understand how to promote more long-term benefits. This article will discuss how baclofen works and what individuals with cerebral palsy can do to extend its effects for more long-term spasticity […]

March is cerebral palsy awareness month. Would I have known this if my child did not have cerebral palsy? Probably not. Would I be wearing a green ribbon and thinking not of leprechauns and Mardi G…

Wondering what the best cerebral palsy balance exercises are? Damage to the cerebellum will result in ataxic cerebral palsy. This type of cerebral palsy directly affects balance and coordination. However, children with spastic or dyskinetic CP can also experience balance problems as a result of spasticity or uncontrollable movements. Regardless of what type of cerebral […]

Types of cerebral palsy, occupational therapy for treatment of CP, resources, definitions, and helpful hints included within this article

Motor Learning in Children with Unilateral Cerebral Palsy Disability and Rehabilitation published research to examine explicit and implicit learning in children with unilateral cerebral palsy. The study compared the motor learning of children with left and right unilateral cerebral palsy and typically developing children while they shuffled disks toward a target using a prism-adaptation design. Each trial consisted of pre-exposure, prism exposure, and post-exposure phases with half of the participants being instructed about the function of the prism glasses while the other half were not. To measure motor learning, the distance between the target and the shuffled disk was measured. Explicit and implicit motor learning was determined using the prism adaptation design. Prism adaptation is when the motor system adapts to new visuospatial coordinates imposed by prisms that displace the visual field. Once the prisms are withdrawn, the degree and strength of the adaptation can be measured by the spatial deviation of the motor actions in the direction opposite to the visual displacement imposed by the prisms, a phenomenon known as after effect. The results indicated the following: no significant effects were revealed between typically developing participants and participants with unilateral cerebral palsy. participants with right unilateral cerebral palsy had a significantly lower rate of adaptation than participants with left unilateral cerebral palsy, but only when no instructions were provided. the magnitude of the negative after-effects did not differ significantly between participants with right and left unilateral cerebral palsy. The researchers concluded that the capacity for explicit motor learning is reduced among individuals with right unilateral cerebral palsy when the accumulation of declarative knowledge is unguided (i.e., discovery learning). It was recommended to use implicit motor learning interventions for individuals with cerebral palsy, especially for children with right unilateral cerebral palsy. When using explicit motor learning interventions use singular verbal instruction. References: Fernández-Ruiz, J., & Díaz, R. (1999). Prism adaptation and aftereffect: specifying the properties of a procedural memory system. Learning & Memory, 6(1), 47-53. van der Kamp, J., Steenbergen, B., & Masters, R. S. (2017). Explicit and implicit motor learning in children with unilateral cerebral palsy. Disability and Rehabilitation, 1-8. Therapeutic Play Activities for Children digital download includes 100 play activity pages and 12 tip sheets. The play activities encourage the development of fine motor skills, bimanual skills, rolling, crawling, tall kneeling, standing balance and cruising with a strong focus on children with cerebral palsy. FIND OUT MORE INFORMATION. The post Motor Learning in Children with Unilateral Cerebral Palsy appeared first on Your Therapy Source.

An annual $1,000 scholarship for students with cerebral palsy (CP), offered by the birth injury firm ABC Law Centers: Birth Injury Lawyers.

Treatment of Cerebral Palsy and Motor Delay is a highly practical, easy-to-read resource for all paediatric practitioners and students working with the developmental abilities and difficulties of children, providing a thorough overview of cerebral palsy and its treatment. The sixth edition has been thoroughly revised and updated to integrate the latest evidence-base on motor control and motor learning, whilst still retaining Sophie Levitt's eclectic, holistic and functional approach. It includes greater detail on paediatric occupational therapy, classification systems, the latest systematic reviews of research, as well as an expanded chapter on adolescents and adults with cerebral palsy. The chapter on equipment has also been increased so as to be of further relevance to occupational therapists. Supported by clear diagrams and photographs, as well as summaries to consolidate learning, it outlines therapeutic approaches and suggests treatment and management options, providing a wealth of practical information. The book promotes positive relationships between therapists, people with cerebral palsy and their families.

Physical Therapy published research on 80 children with cerebral palsy (ages 2-6 years old, GMFCS Levels II-III) to examine what skills help to determine independent walking to help guide physical therapy decision-making. One year prior to walking postural control, reciprocal lower limb movement, functional strength, and motivation were measured. Family support to child and support to the child’s family was measured seven months after study onset. The results indicated the following: 1. a measure of functional strength and dynamic postural control in a sit to stand activity was the only significant predictor of taking ≥ 3 steps independently. The model correctly identified a Walker or Non-walker 75% of the time. The researchers concluded that sitting to/from standing predicted independent walking in young children with cerebral palsy. They recommend prospective longitudinal studies to determine indicators of readiness for independent walking. Reference: Begnoche DM et al. Predictors of Independent Walking in Young Children With Cerebral Palsy. Phys Ther. 2015 Jun 18. [Epub ahead of print] Teaching Motor Skills to Children with Cerebral Palsy and Similar Movement Disorders – A Guide for Parents and Professionals Author: Sieglinde Martin M.S., P.T. FIND OUT MORE at http://yourtherapysource.com/CPmotorskills.html

CP is a physical disability that affects movement and posture. Watch our enlightening explainer series "What is CP?".

Spastic Diplegia Cerebral Palsy (also referred to as Diplegic Cerebral Palsy) is one of the most common types of CP diagnosed in children today. It affects nearly 80% of people diagnosed. With that said, you may be wondering... What does Spastic Diplegia mean? What are the signs and symptoms to look for? What types of

[Source: Your Therapy Source] Developmental Medicine and Child Neurology published research on the relationship between segmental control of the trunk and the corresponding gross motor function in 92 children with cerebral palsy (Gross Motor Function Classification Levels I to V). Each participant was assessed with the Gross Motor Function Measure (GMFM), the Pediatric Evaluation of Disability Inventory […]

This hand out includes 10 tips for helping children with cerebral palsy during playtime (download below). This printable tip sheet is from Therapeutic Play Activities for Children. All children learn through play and exploration. Playtime helps children to develop fine motor, gross motor, cognitive, emotional and communication skills. Children with cerebral palsy also enjoy and learn through play but it may be more difficult for them to explore and interact with their environment due to motor skill delays. Here are some suggestions to help children with cerebral palsy during play time. Provide an open, safe space for floor time for the child to explore. If the child needs help to be positioned, vary the positions that you place the child in for different play time experiences. Positions could include the stomach, back, sidelying, supported sitting, all fours and supported standing. Provide open-ended equipment that has many uses. Play equipment that is too challenging, not challenging enough, or not related to children’s play interests will not help them develop a sense of mastery in their motor play (Martin, 2000). Research shows that infants show a preference for certain kinds of toys and will display higher levels of play when using preferred toys. If necessary, change the selection of toys in the home or classroom to increase the interest of the baby or child (Schneider, 2009). Children who are not yet crawling should spend play time on their stomachs on the floor with preferred toys and people/peers near them but maybe slightly out of reach to encourage movement. Musical play can encourage children to move. When playing with small objects that require fine motor skills, the child should be positioned with a stable trunk and secure base of support to allow for wrist and hand movements. Be respectful and observant of a child’s sensory preferences. Environments that are too loud or busy may be overwhelming for some children. Some children may dislike touching certain play objects. Use simple, clear and concise directions when explaining how to play with an object or game. If necessary, provide adaptive equipment for children with physical disabilities to engage in active play and facilitate free movement. Most of all, keep it fun. Children who enjoy playtime will be motivated to play and learn even more! DOWNLOAD the tip sheet and other sample pages from Therapeutic Play Activities for Children Therapeutic Play Activities for Children digital download includes 100 play activity pages and 12 tip sheets. The play activities encourage the development of fine motor skills, bimanual skills, rolling, crawling, tall kneeling, standing balance and cruising with a strong focus on children with cerebral palsy. FIND OUT MORE INFORMATION. References: Martin, E. (2000). Developmentally appropriate equipment: What does that mean? Teaching Elementary Physical Education, 11(6), 5-8.; (2) Schneider, E. (2009). Longitudinal observations of infants’ object play behavior in the home context. OTJR: Occupation, Participation and Health, 29, 79-87. The post 10 Tips for Helping Children with Cerebral Palsy During Playtime appeared first on Your Therapy Source.

This is a round up of developmental and fun toys for kids with cerebral palsy.

Cerebral Palsy affects muscle control, muscle tone, coordination and movement, and it affects each person differently. Students with Cerebral Palsy may need a wheel chair or have minor stemming movements, but all struggle with making intentional, coordinated movements. While the symptoms of cerebral palsy may vary, ...

Music – with all of its complex beauty – not only relaxes children, it also soothes them during times of stress. Many of us may think it’s simply the enjoyment of listening to music that relaxes us, but in actuality, there’s something physical that occurs. Music therapy has some unexpected and valuable benefits for individuals with Cerebral Palsy.

The Journal of Physiotherapy completed a research review examining whether constraint-induced movement therapy improves upper limb activity and participation in children with hemiplegic cerebral palsy. Only randomized trials (31 papers out of 597 screened abstracts) were included in the review. The randomized trials included children with hemiplegic cerebral palsy with any level of motor disability placed in either an experimental group who received constraint-induced movement therapy (defined as restraint of the less affected upper limb during supervised activity practice of the more affected upper limb) or a control group who received no intervention, sham intervention, or the same dose of upper limb therapy. The results indicated that: constraint-induced movement therapy was more effective than no/sham intervention in terms of upper limb activity and participation. although constraint-induced movement therapy was no better than the same dose of upper limb therapy without restraint either in terms of upper limb activity or participation. the effect of constraint-induced movement therapy was not related to the duration of intervention or the age of the children. The researchers concluded that constraint-induced movement therapy is more effective than no intervention, but no more effective than the same intervention of upper limb practice without restraint. Reference: Chiu H-C, Ada L (2016) Constraint-induced movement therapy improves upper limb activity and participation in hemiplegic cerebral palsy: a systematic review. Journal of Physiotherapy 62: 130–137. Therapeutic Play Activities for Children digital download includes 100 play activity pages and 12 tip sheets. The play activities encourage the development of fine motor skills, bimanual skills, rolling, crawling, tall kneeling, standing balance and cruising with a strong focus on children with cerebral palsy. Find out more. The post Research: Constraint Induced Movement Therapy Improves Upper Limb Activity appeared first on Your Therapy Source.

The American Journal of Physical Medicine and Rehabilitation published the results of a randomized controlled clinical trial on the effects of dance in the functionality and psychosocial adjustment of 26 young people with cerebral palsy (GMFCS levels II to V). The participants were randomly chosen to complete 1 hour sessions, two times per week, for a total of 24 sessions of either kinesiotherapy or dance. Each participant was evaluated with the Functional Independence Measure and World Health Organization Disability Assessment Schedule. The results indicated that dance increased the classification of: independence function self-care mobility locomotion communication psychosocial adjustments cognitive function The researchers concluded that dance improved functionality and social activities regarding psychosocial adjustments in cerebral palsy young subjects. Reference: Teixeira-Machado, Lavinia PT, PhD; Azevedo-Santos, Isabela PT, MD; DeSantana, Josimari Melo PT, PhD. Dance Improves Functionality and Psychosocial Adjustment in Cerebral Palsy: A Randomized Controlled Clinical Trial. American Journal of Physical Medicine & Rehabilitation. Published ahead of print 11/14/16 doi: 10.1097/PHM.0000000000000646. Here are some additional resources to help children with cerebral palsy improve their function. Tuned Into Learning Volume 9 Adapted Dance & Movement Music CD Download Teaching Motor Skills to Children with Cerebral Palsy Tai Chi for Children Play Move Develop The post Dance Improves Function in Young People with Cerebral Palsy appeared first on Your Therapy Source.

If you are a pediatric physical therapist who works with young children you have most likely been asked by parents “will my child with cerebral palsy walk?” Many times the response is based on evaluation results, clinical experience and research. Disability and Rehabilitation published the results of a systemic review on 1123 identified articles on prognostic predictors for ambulation in children with cerebral palsy. Twelve articles met the inclusion criteria for qualitative synthesis and eight were appropriate for meta-analysis. Potential predictors for ambulation were the type of cerebral palsy, early motor milestones, primitive reflexes and postural reactions, absence of visual impairment, absence of intellectual disability, absence of epilepsy or seizure, and the ability to feed self. Meta-analysis revealed four significant prognostic predictors for ambulation: sitting independently at 2 years. absence of visual impairment. absence of intellectual disability. absence of epilepsy or seizure. Here is some additional research from Physical Therapy on 80 children with cerebral palsy (GMFCS levels II and III) ages 2-6 years. Postural control, reciprocal lower limb movement, functional strength, motivation and family support were all measured 7 months to one year prior to attainment of walking. The results indicated the following: a measure of functional strength and dynamic postural control in a sit-to-stand activity was the only significant predictor of taking ≥3 steps independently. the positive likelihood ratio for predicting a “walker” was 3.26, and the negative likelihood ratio was 0.74. the model correctly identified a walker or “nonwalker” 75% of the time. The researchers concluded that the ability to transfer from sitting to standing and from standing to sitting predicted independent walking in young children with CP. Additional studies were recommended to establish indicators of when children with CP are ready for independent walking. References: Denise M. Begnoche, Lisa A. Chiarello, Robert J. Palisano, Edward J. Gracely, Sarah Westcott McCoy, and Margo N. Orlin. Predictors of Independent Walking in Young Children With Cerebral Palsy. PHYS THER February 2016 96:183-192; published ahead of print June 18, 2015, doi:10.2522/ptj.20140315 Orawan Keeratisiroj, Nuanlaor Thawinchai, Wantana Siritaratiwat, Montana Buntragulpoontawee, and Chayanin Pratoomsoot. Prognostic predictors for ambulation in children with cerebral palsy: a systematic review and meta-analysis of observational studies. Disability And Rehabilitation. Published online: 16 Nov 2016 at http://ift.tt/2gxsS3p Teaching Motor Skills to Children with Cerebral Palsy and Similar Movement Disorders – A Guide for Parents and Professionals By: Sieglinde Martin M.S., P.T. FIND OUT MORE AT http://ift.tt/26aURWQ The post Will My Child with Cerebral Palsy Walk? appeared first on Your Therapy Source.

Physical Therapy published a systematic review and meta-analysis on the effectiveness of interventions for improving gait speed in ambulatory children with cerebral palsy (CP). Twenty four studies were divided into three categories of interventions: gait training (n=8), resistance training (n=9), and miscellaneous (n=7). The analysis indicated that: gait training was effective in increasing gait speed. resistance training was shown to have a negligible effect. velocity training, electromyographic biofeedback training, and whole-body vibration were effective in improving gait speed in individual studies. The researchers concluded that gait training was the most effective intervention in improving gait speed for ambulatory children with CP. Reference: Moreau, N. G., Bodkin, A. W., Bjornson, K., Hobbs, A., Soileau, M., & Lahasky, K. (2016). Effectiveness of Rehabilitation Interventions to Improve Gait Speed in Children With Cerebral Palsy: Systematic Review and Meta-analysis. Physical Therapy, 96(12), 1938-1954. Accessed December 13, 2016. http://ift.tt/2hieKdU. Teaching Motor Skills to Children with Cerebral Palsy and Similar Movement Disorders – A Guide for Parents and Professionals digital download – Find out more information. The post Improving Gait Speed in Children with Cerebral Palsy appeared first on Your Therapy Source.

The terms “assistive technology” and “adaptive technology” can both be used to refer to items that make tasks easier for people with disabilities.

What is the meaning of cerebral palsy? Cerebral palsy is a form of disorder that makes a human being to lack ability to maintain stability and position. Cerebral means mind affected while palsy means muscle weakness. Cerebral palsy is triggered by an abnormal brain development or damage which affects a person not to have ability … Best Games for kids with cerebral palsy [2024] Read More »

Update 2021: Links have been checked and updated! At the beginning of last semester, when I got my first clients, I panicked. I probably spent several hours for each client searching the internet for information on their diagnosis! While there are places online with resources by diagnosis, they were often too general, unrelated to speech & […]

The terms “assistive technology” and “adaptive technology” can both be used to refer to items that make tasks easier for people with disabilities.

BMC Neurology published research on visual stimuli and standing posture in 36 children with bilateral cerebral palsy (CP) and 27 typically developing (TD) children. Standing independently requires the visual, somatosensory, and vestibular systems. Using three dimensional motion analysis with surface electromyography to describe body position, body movement, and muscle activity during three standing tasks, the researchers examined standing in a self-selected position, while blindfolded, and during an attention-demanding task. For the participants with cerebral palsy, 17 required support for standing (CP-SwS) and 19 stood without support (CP-SwoS). The results indicated the following: all children with CP stood with a more flexed body position than the TD children, even more pronounced in the children in CP-SwS. during blindfolded standing, the CP-SwS group further flexed their hips and knees, and increased muscle activity in knee extensors. during blindfolded standing, the children in CPSwoS group maintained the same body position but increased calf muscle activity. during the attention-demanding task, the children in CP-SwoS stood with more still head and knee positions and with less muscle activity. The researchers concluded that visual input was important for children with CP to maintain a standing position. Without visual input the children who required support dropped into a further crouched position. The somatosensory and vestibular systems alone could not provide enough information about the body position in space without visual cues. For the children who stood without support, increasing the visual stimulus improved the ability to maintain a quiet standing position. The researchers hypothesize that impairments in the sensory systems are major contributors to the difficulties to stand erect in children with CP. Reference: Lidbeck C, Bartonek Å, Yadav P, Tedroff K, Åstrand P, Hellgren K, Gutierrez-Farewik EM. The role of visual stimuli on standing posture in children with bilateral cerebral palsy. BMC Neurol. 2016 Aug 24;16(1):151. doi: 10.1186/s12883-016-0676-2. Read the full article here. Teaching Motor Skills to Children with Cerebral Palsy – FIND OUT MORE INFO The post Visual Stimuli and Standing Posture in Children with Cerebral Palsy appeared first on Your Therapy Source.

A systemic review was recently published on the effectiveness of hand splints for children with cerebral palsy. Six studies met the inclusion criteria and all were only on children with cerebral palsy. Five studies were on non functional hand splints and one study was on functional hand splints. The results indicated the following: in children with cerebral palsy, hand splints may have a small benefit for upper limb skills. results were diminished after splint wearing stops. The researchers concluded that given the cost of a splint, potential negative cosmetic look and discomfort for the child, clinicians must consider whether hand splinting is clinically worthwhile. Further methodologically sound research regarding hand splinting was recommended. Reference: Jackman M, Novak I, Lannin N. Effectiveness of hand splints in children with cerebral palsy: a systematic review with meta-analysis. Dev Med Child Neurol. 2013 Jul 15. doi: 10.1111/dmcn.12205. [Epub ahead of print]

Cerebral palsy is a condition that affects the brain that causes challenges with muscle control. Though severity may differ from person to person cerebral palsy is a neurodevelopmental disease which interferes with the brains ability to communicate with the nerves hence symptoms vary from mild to severe. There are many causes of cerebral palsy either … Activities for Cerebral Palsy Kids Read More »

[Source: Your Therapy Source] Recent research investigated the extent to which the motor impairments in adults with cerebral palsy affected their ability to read. Using an eye-tracking system, eye movements were recorded during a reading task (read out loud 1-5 excerpts from children’s books) in 31 adults diagnosed with cerebral palsy and in 10 healthy […]