Details

<p>Foreword ix</p> <p>Preface xi</p> <p>Acknowledgements xvii</p> <p><b>1 The clinical picture for therapy and management 1</b></p> <p>Incidence of cerebral palsy 1</p> <p>Motor dysfunction 1</p> <p>Associated impairments and disabilities 3</p> <p>Broad framework for therapy and management 4</p> <p>Aetiology of cerebral palsy 7</p> <p>Genetic causes 7</p> <p>Causes in later childhood 7</p> <p>Neuroimaging 7</p> <p>Clinical picture and development 8</p> <p>Change at different ages 9</p> <p>Classification systems 11</p> <p>Topographical classifications 14</p> <p>Classification of motor types of cerebral palsies 15</p> <p>Common features observed in all presenting types of cerebral palsies 21</p> <p>Motor delay 22</p> <p>Summary 23</p> <p><b>2 A collaborative learning approach 25</b></p> <p>Working with parents within a family framework 25</p> <p>Emotional support 26</p> <p>Parents vary 27</p> <p>Other adults 28</p> <p>Family‐centred services 28</p> <p>Research on home and school visits 30</p> <p>Collaborative learning approach 30</p> <p>Opportunities to discover what the parents and child want to achieve 31</p> <p>Opportunities to clarify what is needed for these achievements, to recognize what parents and children already know and can do, and to find out what they still need to learn and do 32</p> <p>Involvement in the selection and use of methods 34</p> <p>Involvement in the evaluation of progress 37</p> <p>Parent–child interaction 38</p> <p>Helping a child to learn motor control (body function) and motor function (activity) 39</p> <p>Observation of parent and child interaction 40</p> <p>Social needs 41</p> <p>Parents’ health 41</p> <p>Teamwork with parents 42</p> <p>Siblings 43</p> <p>Alternative and complementary treatments 44</p> <p>Summary 46</p> <p><b>3 Learning motor function 49</b></p> <p>Learning methods 50</p> <p>Development of a child’s attention and learning 52</p> <p>Practical ideas to promote attention and learning 53</p> <p>A child’s own strategies for a chosen goal 54</p> <p>Task analysis 55</p> <p>Cues for learning 56</p> <p>Verbal guidance 58</p> <p>Rewards 58</p> <p>Practice and experience 59</p> <p>Summary 60</p> <p><b>4 Adolescents and adults 61</b></p> <p>Studies of function in adolescents and adults 62</p> <p>Activity goals 63</p> <p>Issues of concern for adolescents and adults 64</p> <p>Adolescents 65</p> <p>Adults 66</p> <p>Healthy lifestyle 67</p> <p>Develop appropriate community mobility 68</p> <p>Training of self‐care and cosmetic appearance 69</p> <p>Knowledge about the condition 69</p> <p>Therapeutic activities 70</p> <p>Measures 70</p> <p>Summary 70</p> <p><b>5 Outline of treatment approaches 71</b></p> <p>History 71</p> <p>Muscle education and braces 71</p> <p>Progressive pattern movements 73</p> <p>Proprioceptive neuromuscular facilitations (PNF) 74</p> <p>Neuromotor development 75</p> <p>Neurodevelopmental treatment (NDT) (Bobath approach) 75</p> <p>Sensory stimulation for activation and inhibition 77</p> <p>Reflex creeping and other reflex reactions 78</p> <p>Conductive education 79</p> <p>Sensory integration 81</p> <p>Context therapy 82</p> <p>Strength training 82</p> <p>Systems‐based task‐oriented approach 87</p> <p>Mobility Opportunities via Education (MOVE) 88</p> <p>Contemporary theories 89</p> <p><b>6 Evidence‐based practice 93</b></p> <p>Research and clinical studies 93</p> <p>Research on treatment approaches 93</p> <p>Theoretical grounds 94</p> <p>Research studies 94</p> <p>Reviews of research studies 94</p> <p>Research on specific procedures 95</p> <p>Other research 95</p> <p>Clinical experience with evidence‐based practice 96</p> <p>Definitions 97</p> <p>The appraisal of research studies for therapy 98</p> <p>Examples of qualitative research methods (Greenhalgh and Taylor 1997) 102</p> <p><b>7 Synthesis of treatment approaches 103</b></p> <p>The eclectic viewpoint in therapy 103</p> <p>Synthesis of treatment systems 104</p> <p>The postural mechanisms 105</p> <p>Trunk control 108</p> <p>Voluntary motion 108</p> <p>Perceptual–motor function 110</p> <p>Principles for a synthesis of therapy and management 110</p> <p>Developmental training 111</p> <p>Some advantages and disadvantages of modifications of developmental sequences 114</p> <p>Treatment of atypical tone 116</p> <p>Training of movement patterns 117</p> <p>Use of afferent stimuli 118</p> <p>Management of deformity 120</p> <p><b>8 Assessment for therapy and management 121</b></p> <p>Approach to assessment 121</p> <p>Assessment and measurements 125</p> <p>Examples of atypically persistent postures, movements, and functions 132</p> <p>Functional measures 133</p> <p>Specific functional items 135</p> <p>Measures of upper extremity and hand function 137</p> <p>Measures of daily activity and participation 138</p> <p>Quality of life and health‐related quality of life measures 142</p> <p>Norm‐referenced measures of stages of child development 143</p> <p>Neonatal assessments 144</p> <p>Methods of observation of gait 145</p> <p>Additional assessment required 154</p> <p>Records 155</p> <p>Summary 156</p> <p><b>9 Treatment procedures and management 157</b></p> <p>Motor training 157</p> <p>Development of the child with severe visual impairment 161</p> <p>Developmental Training 168</p> <p>Prone development 168</p> <p>Supine development 193</p> <p>Development of sitting 208</p> <p>Development of standing and walking 230</p> <p>Lower limb orthoses for standing and walking 263</p> <p>Development of hand function 277</p> <p>Techniques for carrying the child correctly 307</p> <p><b>10 Function and the child’s daily life 309</b></p> <p>Motor function in communication 310</p> <p>Motor function in self‐care activities 313</p> <p>Motor function for leisure 326</p> <p><b>11 Therapeutic group work 329</b></p> <p>General management of groups 331</p> <p>Selection of children 332</p> <p>The programme 333</p> <p>Summary 335</p> <p><b>12 Management of deformities 337</b></p> <p>Causes of deformities 338</p> <p>Therapy goals 343</p> <p>Deformities and gait 344</p> <p>General considerations related to surgery 348</p> <p>Therapy and daily care 351</p> <p>Dynamic arm deformity 365</p> <p>Deformities of trunk and neck 365</p> <p><b>13 Assessment, prescription, and provision of equipment 367</b></p> <p>Equipment for self‐care tasks 368</p> <p>Postural management equipment 370</p> <p>Sleep systems 381</p> <p>Other equipment for positioning 383</p> <p>Mobility equipment 383</p> <p>Adaptations and the built environment 391</p> <p>Appendix 1 Developmental levels 393</p> <p>Physical ability assessment guide 393</p> <p>Wheelchair use 397</p> <p>Appendix 2 Useful organisations 399</p> <p>References 401</p> <p>Index 429</p>

“It is a pleasure to welcome the sixth edition of this book. It is the distillation of the knowledge and practice of two distinguished therapists who have wide experience in all aspects of evaluating and treating children and young people with motor disorders, particularly cerebral palsy… This book remains essential for those managing children with disability.” <b>– Dr Lewis Rosenbloom, Honorary Consultant Paediatric Neurologist, Alder Hey Children’s Hospital, Liverpool, UK.<br /><br /></b> <p>"... supports the continued development of best practices for working with these individuals, providing realistic interventions and management strategies ... The book is authored by well-respected and credentialed individuals in the field ... Overall, this is a very thorough and easy-to-follow book ... The book does a nice job of indicating when additional resources may be available to support learning. It meets the need for a comprehensive resource on the best practices for management of cerebral palsy and includes enhanced information on adolescents and adults, a needed focus for therapists." - <b>Doddy's Book Review, April 2019</b></p>

<p><b>Sophie Levitt</b> is a Specialist Physiotherapist and Tutor in Developmental Paediatrics and Paediatric Neurology. Her career has encompassed high profile therapy posts in London. She currently consults to a variety of professionals involved in the field of cerebral palsy internationally. <p><b>Anne Addison</b> is a Clinical Lead Occupational Therapist working with children and young people with cerebral palsy and other neurodevelopmental disabilities.??She has worked across community, educational and acute hospital settings and currently has a specialist role supporting children with communication difficulties.

<p>"It is a pleasure to welcome the sixth edition of this book. It is the distillation of the knowledge and practice of two distinguished therapists who have wide experience in all aspects of evaluating and treating children and young people with motor disorders, particularly cerebral palsy…This book remains essential for those managing children with disability."</br> <b> —Lewis Rosenbloom,</b> Honorary Consultant Paediatric Neurologist, Alder Hey Children's Hospital, Liverpool, UK. <p><i>Treatment of Cerebral Palsy and Motor Delay</i> is a highly practical, easy-to-read resource for all paediatric practitioners and students working with the developmental abilities and difficulties of children, providing a thorough overview of cerebral palsy and its treatment.?? <p>The sixth edition has been thoroughly revised and updated to integrate the latest evidence on motor control and motor learning, whilst still retaining Sophie Levitt's eclectic, holistic and functional approach. It includes greater detail on paediatric occupational therapy, classification systems, the latest systematic reviews of research, as well as an expanded chapter on adolescents and adults with cerebral palsy.?? The chapter on equipment has also been developed so as to be of further relevance to occupational therapists. <p>Supported by clear diagrams and photographs, as well as summaries to consolidate learning, it outlines therapeutic approaches and suggests treatment and management options, providing a wealth of practical information. The book promotes positive relationships between therapists, people with cerebral palsy and their families.

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