The importance of focusing on functionality (abilities and limitations in performing daily living tasks) in both assessment and therapy has been increasingly emphasized in rehabilitation literature. Physical therapy for children with cerebral palsy is approached from a functional standpoint. Described are factors relating to assessing functional motor abilities of children with cerebral palsy, including a systematic literature review of assessment measures. One functional assessment measure, Pediatric Evaluation of Disability Inventory, is examined for its ability to discriminate between non-disabled children and those with mild or moderate cerebral palsy. Attention is given to parental involvement in intervention programs, including a review of research. Theoretical considerations are explored regarding physical therapy for children with cerebral palsy.
Effects of an eighteen-month investigation of a functional therapy program for children with cerebral palsy are also discussed. Results showed no differences in gross motor function between the group of children who received a functional physical therapy program and the reference (control) group who continued the previous neuro-physiological physical therapy regime. The functional group acquired more self-care and functional mobility skills in daily situations, became more independent, and the parents were better able to carry out the home program, as well as had positive changes with respect to their competence in parenting. These results are discussed in terms of implications for both research and practice.
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