%0 Journal Article %1 Ito1997 %A Ito, J. %A Araki, A. %A Tanaka, H. %A Tasaki, T. %A Cho, K. %D 1997 %J Pediatr Rehabil %K Analysis of Variance; Cerebral Palsy; Child; Child, Preschool; Cognition; Education; Education, Special; Female; Humans; Intelligence; Learning; Male; Mathematics; Psychomotor Performance; Quadriplegia; Verbal Behavior; Vocabulary %N 4 %P 199--206 %T Intellectual status of children with cerebral palsy after elementary education. %V 1 %X Using Wechsler Intelligence Tests, we compared the intellectual status of children with cerebral palsy (CP) immediately before and 2 years after entering school. Verbal and performance IQs could be assessed for 23 children with spastic diplegia but only verbal IQs in six children with spastic quadriplegia. Performance IQs were much lower than verbal IQs in both the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) in children with spastic diplegia. After schooling, verbal IQ was significantly increased but there was no change in performance IQ, thus, the difference between these IQs became more pronounced. When comparing the school class types, the verbal IQs of children studying in ordinary classes became statistically higher than those of children in special classes. In contrast, since the increases in mean performance IQs were greater in children in special classes, the differences between these IQs became more pronounced in children studying in ordinary classes. We also found that although verbal IQs were lower for quadriplegic children than for diplegic children at preschool age, there was no difference after 2 years of schooling. These results underline the importance and benefits of appropriate education for children with CP.

@article{Ito1997, abstract = {Using Wechsler Intelligence Tests, we compared the intellectual status of children with cerebral palsy (CP) immediately before and 2 years after entering school. Verbal and performance IQs could be assessed for 23 children with spastic diplegia but only verbal IQs in six children with spastic quadriplegia. Performance IQs were much lower than verbal IQs in both the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) in children with spastic diplegia. After schooling, verbal IQ was significantly increased but there was no change in performance IQ, thus, the difference between these IQs became more pronounced. When comparing the school class types, the verbal IQs of children studying in ordinary classes became statistically higher than those of children in special classes. In contrast, since the increases in mean performance IQs were greater in children in special classes, the differences between these IQs became more pronounced in children studying in ordinary classes. We also found that although verbal IQs were lower for quadriplegic children than for diplegic children at preschool age, there was no difference after 2 years of schooling. These results underline the importance and benefits of appropriate education for children with CP.}, added-at = {2014-07-19T20:29:53.000+0200}, author = {Ito, J. and Araki, A. and Tanaka, H. and Tasaki, T. and Cho, K.}, biburl = {https://www.bibsonomy.org/bibtex/2fdde5d4130172ed3947cda867af048b6/ar0berts}, groups = {public}, interhash = {20bae5e87758bacf757ba70918dec3ff}, intrahash = {fdde5d4130172ed3947cda867af048b6}, journal = {Pediatr Rehabil}, keywords = {Analysis of Variance; Cerebral Palsy; Child; Child, Preschool; Cognition; Education; Education, Special; Female; Humans; Intelligence; Learning; Male; Mathematics; Psychomotor Performance; Quadriplegia; Verbal Behavior; Vocabulary}, number = 4, pages = {199--206}, pmid = {9689256}, timestamp = {2014-07-19T20:29:53.000+0200}, title = {Intellectual status of children with cerebral palsy after elementary education.}, username = {ar0berts}, volume = 1, year = 1997 }