Learning Objectives:

By the end of this lab, the student will be able to:

CHARACTERISTIC
 Cerebral Palsy
• Cerebral palsy (CP) describes a group of permanent
disorders of the development of
• movement and posture, causing activity limitation, that
are attributed to non-progressive
• disturbances that occurred in the developing fetal or
infant brain (Bax et al., 2005). The
• motor disorders of CP are often accompanied by
disturbances of sensation, perception,
• cognition, communication, and behaviour, with
epilepsy, and with secondary
• musculoskeletal problems (Rosenbaum, 2007).
• Although the damage is not progressive,
results of deficiency and disability may be
progressive (Butler, 2001).
• The main problem in all types of CP is motor
disorders accompanying with sensorial and
cognitive problems (Tirosh & Rabino, 1989).
• The causes of motor disorders are :
developmental retardation, abnormal muscle
tone, muscle weakness, postural control
deficiencies, sensorial problems, behavioural
problems, orthopaedic problems, abnormal
movement patterns and reflex activity,
asymmetry and deformities (Styer-Acevedo ,
1999).
GUIDELINE OF PHYSIOTHERAPY ASSESSMENT FOR CHILDREN
WITH
CEREBRAL PALSY

ICF FRAMEWORK

Note in which area the child is experiencing the most problems. What are the
connections between these elements?

Figure based on Based on: World Health Organisation (WHO), 2001. International
Classification of Functioning, Disability and Health, Geneva, pg 18.
Accessed online: http://www.disabilitaincifre.it/documenti/ICF_18.pdf
• DEMOGRAPHIC DETAILS
•
• NAME: ASSESSED BY:
• DATE OF BIRTH: DATE OF ASSESSMENT:
• AGE:
• DIAGNOSIS:
•
• From folder:
• BIRTH HISTORY
•
• SUBSEQUENT HISTORY
•
• MEDICATION – type and what it is for
•
• SURGERY – date and type
•
• 2. SUBJECTIVE ASSESSMENT
•
• a. Impairments (only describe impairments
relevant to the individual child)
• Mental function
• Sight, hearing
• Speech
• Feeding
• Pain
• Respiratory or cardiac function
• Continence
• Skin condition
• Activities
• Learning and applying knowledge
• Communication
• Self-care; dressing, bathing, brushing teeth
• Physical activity (highest level of activity,
duration or distance?)
• Participation
• Domestic life (how he spends his day?)
• Interpersonal relationships
• Community and social life
• Environment
• Appliances
• Transport
• Accessibility in home (type of house, no. of
rooms, no. of people sleeping per room,
available amenities, space move around) and
other areas
• Support of community and family involvement
• Services (disability and child support grant)
• GENERAL OBSERVATION
• How did child get to physiotherapy
department?
• Is child walking, in a buggy or wheelchair,
using appliances?
• Observe child undressing and comment
• 3. OBJECTIVE ASSESSMENT
•
• a. Activity
• START AT HIGHEST FUNTIONAL LEVEL!
•
• If standing, assess POSTURE in standing, with appliances
on.
• If in a wheelchair, assess POSTURE in wheelchair (this is
where he spends most of his time)
•
• Describe and analyse FUNCTION IN HIGHEST LEVEL.
• If ambulant, describe walking
• Running
• Jumping
 Daftar Pustaka
• Bobath, K., Bobath, B. (1984). The neuro-
developmental treatment, In: Management of
the Motor Disorders of Children with Cerebral
Palsy, David Scrutton, Dianne Damiano, Margaret
Mayston, pp. (6-18), JB Lippincott, Philadephia.
• Bobath, K. (1971). The normal postural reflect
mechanism and its deviation in children with
cerebral palsy. Physiotherapy, Vol.57, No.11, (Nov
1971), pp. (526–532), 0031-9406.
www.ninds.nih.gov/health_and_medical/disorders/
cerebral_palsy.htm National Institute of Neurological Disorders and
Stroke is
dedicated to support biomedical research on disorders of the brain
and nervous system. The website provides information about cerebral
palsy and the latest research being done on the subject.
www.familyvoices.org This website aims to achieve family-centered
care for all children and youth with special health care needs and/or
disabilities.
www.scope.org.uk The Scope is a disability organisation in England
and Wales whose focus is people with cerebral palsy. Its aim is that
disabled people achieve equality in a society in which they are as
valued and have the same human and civil rights as everyone else.
www.pediatricapta.org/index.cfm This website is the pediatrics
section of the American
• Books Dell Orto, Arthur E., Robert P. Marinelli, ed. The Psychological & Social Impact of Disability.
New York: Springer Publishing, 1999
Dormans, John P, Louis Pellegrino. Caring for Children with Cerebral Palsy A Team Approach.
Toronto: Paul Brookes Publishing, 1998
• Finston, Peggy. Parenting Plus Raising Children With Special Health Needs.
New York: Dutton 1990
• Geralis, Elaine, ed. Children with Cerebral Palsy A Parents’ Guide. Maryland:
• Woodbine House, 1998
• Gilman, Laura A. Coping with Cerebral Palsy.
• New York: The Rosen Publishing Group, 2001
• Mecham, Merlin J. Cerebral Palsy.
• Austin: Pro-Ed, 2002
• Miller, Nancy B. Everybody’s Different:Understanding and Changing our Reaction to Disability
• Toronto: Paul Brooks Publishing, 1999
• Stanton, Marion, The Cerebral Palsy Handbook A Practical guide for parents and carers.
• London: Random House, 1997
• Oliver, Michael. Understanding Disability From Theory to Practice.
• London: MacMillan Press 1996
• Pike, Kenneth V, Pauline Steinmann. Connections A planning Guide for Parents of Sons and
• Daughters With a Mental Handicap. St Johns: Older Parents Group, 1992.
• Titchkosky, Tanya. Disability Self and Society. Toronto: University of Toronto UP, 2003
• Living With