Influence of functional mobility and manual function on play in preschool children with cerebral palsy

Abstract

IntroductionThis study analysed the differences in play performance between preschool children with cerebral palsy and those with typical development and investigated the factors influencing functional mobility and manual dexterity on play in children with cerebral palsy.MethodSixty preschool children (30 with cerebral palsy; 30 with typical development), were assessed by the revised Knox Preschool Play Scale, being that children with cerebral palsy were also classified according to their functional mobility and manual dexterity.ResultsOn average, all measures were significantly smaller in the cerebral palsy group than the typical development group (p≤ .002). Manual function and functional mobility were negatively correlated with material (r = −.456, p = .011; r = −.487, p = .006) and space (r = −.494, p = .006; r = −.784, p = .000). Also the results pointed out a significant correlation with topography and manual function (r = .404, p = .027) and functional mobility (r = .718, p = .000). Pretend play and participation showed no correlation with topography (r = −.051, p = .788; r = −.312, p = .093), manual function (r = −.019, p = .921; r = −.322, p = .083) and functional mobility (r = −.085, p = .657; r = −.308, p = .097).ConclusionPlay performance of children with typical development was superior to those with cerebral palsy. The degree of impairment of functional mobility and manual function negatively was negatively associated with play exploration but did not relate to pretend play or social interaction in play.

A Systematic Review Comparing the Play Profiles of Children with Special Health Care Needs with Typically Developing Children

“…Five studies observed children playing with their peers in the school setting (either classroom or playgrounds) [ 17 , 31 , 34 , 36 , 40 ]. Four studies reported that participants were observed playing alone [ 28 , 32 , 33 , 38 ].…”

“…Of these seven studies, three studies were conducted in the classroom [ 28 , 31 , 34 ], two studies were conducted in the playgrounds [ 17 , 39 ], and two studies were conducted both in the classroom and in the playground [ 36 , 40 ]. Two studies observed typically developing children in a school environment and the diagnostic group in the clinic [ 10 , 32 ]. Two studies were carried out in the home setting [ 30 , 35 ], while two studies [ 20 , 38 ] observed the children in both the home and the clinic environment.…”

“…Seven of the 18 studies observed each participant for between 15 and 20 minutes [ 10 , 17 , 20 , 30 , 35 , 39 ]. Observation time was not reported in four studies ([ 29 , 32 , 33 ]; S [ 41 ]).…”

“…The Test of Playfulness [ 19 ] was used in six of the 18 studies reviewed [ 10 , 17 , 20 , 30 , 35 ]. Other assessment tools used include the revised Knox Preschool Play Scale (KPPSr; [ 44 ]) which was used by Angelin et al [ 32 ], the Play Scale-Brief Rating (APS-BR) [ 45 ] used by Hsieh [ 28 ], and the Play Activity Checklist for children with Mental Retardation (PACK-MR; [ 46 ]) used by Venkatesan and Ravindran [ 41 ].…”

Confiabilidade e validação de conteúdo da Escala Lúdica Pré-Escolar de Knox - revisada para a população brasileira

“…Observa-se, assim, que não há uma forma sugerida de pontuação do desempenho das crianças. Por isso, para realizar a análise estatística da confiabilidade, optou-se por utilizar, neste estudo, a pontuação proposta por Pfeifer (2006) e aplicada, de forma preliminar, em outros estudos (SILVA, 2006;SOLAI, 2006;MANINI;PFEIFER, 2010;ROMBE, 2012;ANGELIN;PFEIFER, 2016;GRIGOLATTO et al, 2016;MALAQUINI;PFEIFER, 2017).…”