Investigation of the Relationship Between Upper Extremity Functionality, Academic Achievement, School Performance, and Perception of Success in School-Aged Children With Cerebral Palsy
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 10
- 试验地点
- 1
- 主要终点
- Upper Extremity Functionality (MACS)
研究概览
简要总结
The aim of this study is to investigate the relationship between upper extremity functionality and school-related outcomes, including academic achievement, school performance, and perceived academic success in school-aged children with cerebral palsy. The study specifically aims to evaluate how upper extremity motor function is associated with academic participation and school-based functional performance.
The main hypotheses are:
H0: There is no significant relationship between upper extremity functionality and academic achievement, school performance, and perceived academic success in school-aged children with cerebral palsy.
H1: There is a significant relationship between upper extremity functionality and academic achievement, school performance, and perceived academic success in school-aged children with cerebral palsy.
详细描述
Cerebral palsy (CP) is a group of permanent movement and posture disorders caused by non-progressive disturbances in the developing brain. It is one of the most common neurodevelopmental conditions in childhood and is frequently associated with upper extremity impairments that may affect functional independence, fine motor skills, and participation in daily and school-related activities.
Upper extremity function plays a critical role in school participation, particularly in tasks such as writing, object manipulation, classroom material use, and task completion. Children with cerebral palsy often experience limitations in manual ability, which may directly or indirectly influence academic performance, school participation, and their perception of success in the school environment.
Despite the known impact of motor impairments on functional outcomes, the relationship between upper extremity functionality and school-related outcomes such as academic achievement, school performance, and perceived academic success has not been sufficiently clarified in school-aged children with cerebral palsy. Existing literature generally focuses on either motor function or academic outcomes separately, and studies evaluating these domains together remain limited.
In this context, a cross-sectional observational study will be conducted in school-aged children diagnosed with cerebral palsy who are actively attending school. Participants who meet the inclusion criteria and whose legal guardians provide informed consent will be included in the study.
Sociodemographic and clinical data will be collected using a structured data form. Upper extremity functionality will be evaluated using the Manual Ability Classification System (MACS) and ABILHAND-Kids. Academic achievement will be assessed using school report card grades. School performance will be evaluated using a standardized academic performance assessment scale. Perceived academic success will be measured using a validated school success perception scale.
研究设计
- 研究类型
- Observational
- 观察模型
- Cohort
- 时间视角
- Cross Sectional
入排标准
- 年龄范围
- 6 Years 至 18 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Diagnosis of cerebral palsy
- •Age between 6 and 18 years
- •Attending school (primary or secondary education)
- •Ability to understand and follow simple instructions
- •Consent from parents/guardians and assent from children when applicable
排除标准
- •Severe cognitive impairment preventing assessment participation
- •Severe visual or hearing impairments affecting test performance
- •Recent orthopedic surgery or botulinum toxin injection within the last 6 months
- •Other neurological or musculoskeletal conditions affecting upper extremity function
- •Inability to complete evaluation procedures
研究组 & 干预措施
Cerebral Palsy Upper Extremity Function Group (CP-UEF-G)
The study population consists of school-aged children diagnosed with cerebral palsy who meet the inclusion criteria and are actively attending school. The study is designed as a cross-sectional observational study and aims to evaluate the relationship between upper extremity functionality and school-related outcomes.
Participants will not receive any experimental intervention. All participants will continue their routine medical care, rehabilitation programs, and school activities without any modification.
All assessments will be conducted in a single session and will include evaluation of upper extremity functionality, academic achievement, school performance, and perceived academic success.
Upper extremity functionality will be assessed using the Manual Ability Classification System (MACS) and ABILHAND-Kids. Academic achievement will be evaluated using school report card grades. School performance will be assessed using a standardized academic performance evaluation scale. Percei
结局指标
主要结局
Upper Extremity Functionality (MACS)
时间窗: [Time Frame: Baseline assessment (single session)]
The Manual Ability Classification System (MACS) was used to evaluate upper extremity functional ability in children with cerebral palsy. MACS classifies how children use their hands to handle objects in daily activities. The system consists of five levels, ranging from Level I (handles objects easily and successfully) to Level V (does not handle objects and has severely limited ability). Scores range from 1 (minimum) to 5 (maximum). Lower levels indicate better manual ability and functional independence.The scale ranges from 1 (minimum) to 5 (maximum).
Upper Extremity Functional Performance (ABILHAND-Kids)
时间窗: [Time Frame: Baseline assessment (single session)]
The ABILHAND-Kids questionnaire was used to assess perceived manual ability in children with cerebral palsy. It evaluates the child's ability to perform daily activities involving upper extremity use, such as dressing, writing, and handling objects. The scale consists of 21 items, with total scores typically converted to a logits scale (or summed scores ranging from 0 to 42), where 0 represents the minimum and 42 represents the maximum ability. Higher scores indicate better manual ability and functional performance in daily life.The total score ranges from 0 (minimum) to 42 (maximum).
Academic Achievement
时间窗: [Time Frame: Most recent academic term at baseline]
Academic achievement was evaluated using students' official school report card grades. This measure reflects overall academic success in core subjects and provides an objective indicator of educational performance. Grades are reported on a scale from 0 (minimum) to 100 (maximum). Higher grades indicate better academic achievement.
次要结局
- School Performance([Time Frame: Baseline assessment (single session)])
- Perceived Academic Success([Time Frame: Baseline assessment (single session)])
- Sociodemographic and Clinical Data([Time Frame: Baseline assessment (single session)])