The theoretical basis and effectiveness of a neuromotor intervention were investigated across seven cerebral palsied, severely disabled children, (2 1/2-12 years old). Results suggested a training effect in the data of three children. Theoretical relationships among abnormal tonic reflexes and normal motor patterns were not supported by the data.…

Eighty-five mildly handicapped cerebral palsy children (6-16 years old) integrated into regular schools were assessed to identify characteristics associated with academic success and social acceptance. About 50 percent were successful in reading accuracy and comprehension, 45 percent in arithmetic, and 60 percent were socially acceptable to peers.…

Brief sketches are provided of four handicapped persons who are active participants in the mainstream of life. (CL)

The paper provides basic information about positioning for augmentative and alternative communication, by reviewing some of the communication needs of students severely disabled by cerebral palsy. The wheelchair is proposed as the primary position for use of a communication aid, and guidelines are presented for good wheelchair positioning. (JDD)

Comparison of 48 cerebral palsied individuals (aged 10-18), either with impaired speech or normal speech, found speech-impaired subjects were able to discriminate phoneme contrasts adequately in a word judgment task but performed less well on a phoneme discrimination "same-different" task possibly resulting from a weak memory for novel…

Describes an assessment and intervention approach that was added to a more traditional evaluation procedure to treat the attention deficits of a boy of 2 1/2 years who had mild cerebral palsy. (RJC)

A mother recounts her negative experiences with an early intervention program for her cerebral palsied infant and encourages parents to assert themselves if a program is not meeting their child's needs. (DB)

The paper presents an overview of issues in augmentative and alternative communication as well as basic information on etiology, prevalence, and associated communication characteristics for the following conditions: cerebral palsy, mental retardation, autism, developmental verbal apraxia, and specific language disorders. (DB)

Reviews literature concerning Down Syndrome, visual impairment, and cerebral palsy in children. Emphasizes the continued need for advances in intervention strategies and technology and the more general need for methodological rigor in research. (RJC)

Three elementary-aged students with quadriplegic cerebral palsy and severe/profound mental retardation were taught three toothbrushing tasks (brushing teeth, rinsing, and wiping mouth) using time delay to fade physical prompts, reinforcement, and error correction. Two students reached criterion on all three tasks; one student reached criterion on…

A counselor recounts problems of a family with a cerebral palsied child centering on the annual holiday gathering of the extended family. Difficulties with the grandparents on both sides were identified. Open communication by the parents to other family members increased understanding. (DB)

The study observed interactions of mothers and infants in the homes of 20 families with infants having cerebral palsy (CP) and developmental delay and 20 families of nonhandicapped infants. Among findings were that mothers of CP infants were more verbally and physically directive and engaged in fewer positive behaviors in their initiation and…

Various aspects of epilepsy were studied in 78 children with mental retardation from 1989-1994. Epilepsy remained uncontrolled in 28% of cases, two-year remission was achieved by 26 percent, and mortality was 12% during the study period. Associated cerebral palsy was the most important single risk factor for severe epilepsy. (Author/CR)

A literature review of seven articles published from 1980 to 1996 on the effects of parental participation in the intervention program for children with cerebral palsy found that most of the studies reported positive results, especially for child-related outcomes. Effects on parents were related to parental involvement in goal setting. (Author/CR)

The validity of the School Function Assessment was tested with 29 children with disabilities, 18 with learning disabilities; and 17 with cerebral palsy. Discriminant analysis showed the instrument correctly classified a high percentage and should be considered a valid instrument for use in school settings. (Contains 31 references.) (JOW)