Objectives The aim of this study is to determine the connection of gross
motor skills (locomotor skills and object control) and the degree of associated
intellectual disability (ID) in children with cerebral palsy (CP).
Participants and methods The study sample included 54 children with CP
and associated ID age 5 years to 6 years and 11 months. For the assessment of
tested skills, The Gross Motor Function Classification System-Expanded and
Revised (GMFCS-E&R), Wechsler Preschool and Primary Scale of
Intelligence-Fourth Edition (WPPSI-IV) and Test of Gross Motor Development
Second Edition (TGMD-2) were used.
Results The results of this study indicate better quality of locomotor
skills than object control skills in children with CP and associated ID.
Children with CP and mild ID have better quality of locomotor skills and object
control, than children with CP and moderate ID. Differences between these 2
groups of children are presented relative to GMFCS-E&R levels.
Conclusion This study has determined significant interconnection of the
quality of gross motor functions and intellectual capacity in preschool children
with CP. This should be considered when creating more detailed individual
developmental rehabilitation plan in children with CP and associated ID and
predict adequate measures of developmental stimulation.
The paper discusses areas of behavioral functioning of children with intellectual disability, such as behavior with or without hyperactivity. The study covered 124 children with intellectual disability attending elementary schools in Belgrade. The Conners Rating Scale was used, and the areas of behavior in the classroom, participation in the group and attitude towards authority were covered. The results of our study suggest the presence of disorders in behavior and social-emotional functioning ranging from 11.2 to 40.4%. We have highlighted the importance of the use of multimodal approach and method of reeducation of psychomotor activity in rehabilitation of the studied children.
Mirjana JAPUNDŽA-MILISAVLJEVIĆ, Sanja GAGIĆ (Kostić i Vladisavljević, 1983).1 Rad je nastao kao rezultat istraživanja na projektima "Kreiranje Protokola za procenu edukativnih potencijala dece sa smetnjama u razvoju kao kriterijuma za izradu individualnih obrazovnih programa" (ON179025) i "Socijalna participacija osoba sa intelektualnom ometenošću" (ON179017), koje finansira Ministarstvo prosvete, nauke i tehnološ-kog razvoja Republike Srbije.2
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