Preserved Cognitive and Adaptive Functioning in a Child with Cerebral Palsy: An Intervention-Based Clinical Case Report
Abstract
Background: Cerebral palsy and spina bifida are neurodevelopmental disorders linked to increased vulnerability to cognitive as well as adaptive limitations. Cognitive results, however, are heterogeneous, and more extreme motor impairments can limit the possibility of standardized cognitive and academic testing. Such situations give clinical meaning to functional and adaptive assessment methods, which provide insights into the actual learning of a child and functioning in the real-world setting.
Case Report: This case study is of a seven-year-old girl with medically proven cerebral palsy and spina bifida who had been referred to undergo a functional assessment and intervention planning. Because of the severe motor impairment and lack of expressive functions, the possibility of using the standardized intelligence and academic success tests was not viewed as possible or ethical. The measurement was hence done using the Child Adaptive Behavior Scale and the Curriculum-Based Assessment that assesses adaptive functioning and functional learning skills.
Intervention and Outcomes: Following the results of assessment and joint consultation with the teacher of the child, the goals of intervention aimed at working on functional academic and daily living skills were developed. The use of evidence-based teaching and behavioral interventions was used to combat numeracy, concepts of time, and self-care skills. Throughout the intervention, the child achieved progressive changes, less dependency on prompts, independence, and classroom functioning as reported by the teachers.
Conclusion: The clinical value of adaptive and curriculum-based methods of assessment is emphasized in this case to inform intervention planning among children with cerebral palsy in cases where their standardized testing cannot be carried out. In the complex neurodevelopmental condition, the functional assessment technique may be essential to determine the retained learning abilities, as well as aid the individual planning of education.
