Cerebral Palsy from a Developmental Psychology Perspective

Lidzba, Karen (2022). Cerebral Palsy from a Developmental Psychology Perspective (In Press). In: Oxford Research Encyclopedias, Psychology. Oxford University Press 10.1093/acrefore/9780190236557.013.114

Full text not available from this repository. (Request a copy)

Cerebral palsy (CP) is defined as non-progressive damage to the brain at or around birth, which leads to varying
symptoms depending on the extent and location of damage. The leading symptom is sensory-motor impairment of
varying expression, but additional perceptual, cognitive, and socio-emotional symptoms are common. CP can be
divided into four types, with bilateral spastic being by far the most frequent, followed by the unilateral spastic, the
dyskinetic, and the ataxic variants. The intellectual, linguistic, and cognitive profile of CP is extremely variant, but
all qualities correlate more or less with CP type and motor impairment. Early diagnosis is important since early
intervention may promote all developmental dimensions. Generally, individuals with unilateral spastic CP have the
best (almost normal) intellectual, linguistic, and cognitive outcomes, while those with bilateral spastic CP fare the
worst. Language perception is often an individual strength, while language expression, and particularly speech,
may be heavily impaired. Attention and executive functions are often impaired as compared to typically developing
controls, even in those children with normal intellectual functioning. The same holds true for visual perceptual
functions, which are impaired in almost half of all children and adolescents with CP. The potential
neuropsychological dysfunctions are a risk factor for arithmetic functions and literacy. Obstacles to participate in
society are high for individuals with CP and heavily dependent on their motor, language, intellectual, and cognitive
functions. However, quality of life is good for most children and adolescents, and they develop a sound self-concept. On the other side, bully experience is more common than amongst typically developing children and is
associated with behavior problems and executive dysfunction. The development of children and adolescents with
CP is determined by a complex interplay between physical, intellectual, and neuropsychological functions.

Item Type:	Book Section (Encyclopedia Article)
Division/Institute:	04 Faculty of Medicine > Department of Gynaecology, Paediatrics and Endocrinology (DFKE) > Clinic of Paediatric Medicine 04 Faculty of Medicine > Department of Gynaecology, Paediatrics and Endocrinology (DFKE) > Clinic of Paediatric Medicine > Neuropaediatrics
UniBE Contributor:	Lidzba, Karen
Subjects:	600 Technology > 610 Medicine & health
ISBN:	9780190236557
Publisher:	Oxford University Press
Language:	English
Submitter:	Karen Lidzba
Date Deposited:	09 Jan 2023 16:17
Last Modified:	09 Jan 2023 23:23
Publisher DOI:	10.1093/acrefore/9780190236557.013.114
URI:	https://boris.unibe.ch/id/eprint/176438