Functional Performance in School Going Cerebral Palsy Children

• Published in: Journal Riphah College of Rehabilitation Sciences Vol. 9; no. 1; pp. 22 - 26
• Main Authors: Asif, M. Fahad, Javaid, Asifa, Waqas, Shoaib, Asim, Hafiz Muhammad
• Format: Journal Article
• Language: English
• Published: Faculty of Rehabilitation & Allied health sciences, Riphah International University 01.06.2021
• ISSN: 2410-888X; 2226-9215; 2410-888X
• DOI: 10.53389/JRCRS.2021090105

Background: Cerebral palsy is a group of non-progressive neurodevelopmental disorder of movement and posture due to lesion and anomalies of brain that arise early developmental stages. Activity and participation is a complex interaction of life performances of CP children and their families with their environment. CP children have neuro realated impairments and activity restrictions in educational and social environment. Objective: To determine the Functional performance in School going Cerebral palsy Children. Methods:  The descriptive case series was conducted on 34 school going spastic cerebral palsy children. The data was collected from COMPASS and Rising Sun Institution, Lahore, GMFCS Level I and II children were included. 10 children were having GMFCS level II, 24 have GMFCS level I. The sampling technique utilized was non probability convenience sampling. The duration of study was from August 2018 to January 2019. The Functional performance was assessed using School Functional Assessment (SFA) questionnaire. Results: The level of school performance in Cerebral Palsy Children of GMFCs I and II indicated that majority of children (64.71%) have high performance and few CP Children (5.88%) independent. 26.47% have moderate performance and 2.94% have low performance in school activities. Conclusion: Majority of School going CP Children with GMFCS level I & II have high performance in school tasks. Key words: Cerebral Palsy, School Functional Assessment, Functional performance