A Study of the Relationship between Executive Function and School Function in Children with Cerebral Palsy

Autor/inn/en	Mousavi, Elahe; Akbarfahimi, Nazila; Moein, Sahel; Vahedi, Mohsen
Titel	A Study of the Relationship between Executive Function and School Function in Children with Cerebral Palsy
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 16 (2023) 2, S.160-172 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vahedi, Mohsen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2022.2027840
Schlagwörter	Executive Function; Cerebral Palsy; Students with Disabilities; Student Participation; Physical Activity Level; Correlation; Foreign Countries; Elementary School Students; Predictor Variables; Iran (Tehran) + Suchen Sie Ihr Suchwort? Hirnlähmung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Korrelation; Ausland; Prädiktor
Abstract	The school function of children with cerebral palsy (CP) are affected by their disability. Cognitive impairments, especially in executive function (EF), can be a reason for these children's failure in school function. This study investigated the association between EF and school function (school participation, school physical activity performance) in children with Cerebral Palsy. This descriptive-analytical cross-sectional study evaluated 98 children with CP who were diagnosed by a pediatric neurologist, aged between 7-12 years, had no simultaneous disabilities (blindness and deafness), were able to follow verbal instructions and had a Wechsler IQ score [greater than or equal to] 70. The children's school function was assessed using the School Function Assessment (SFA), and their EF was evaluated using the Tower of London test and the Behavior Rating Inventory of Executive Function (BRIEF). After collecting data, they were analyzed using SPSS software version 23. The results revealed a significant positive correlation between the some EF components and school function (participation, activity performance). Similarly, there was a significant positive correlation between the total EF score with participation, travel, maintaining/changing position, recreational movement, manipulation with movement, using materials, setup/cleanup, hygiene, clothing management (p < 0.01), as well as eating/drinking, written work, and going up/downstairs (p < 0.05). The findings suggest that executive function is associated with school function (participation and physical activity performance) in children with CP. Therefore, it seems possible to improve children with CP's school function by promoting different EF components. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01