Upper Extremity Function, School Performance, and Academic Success in Children With Cerebral Palsy

NCT07561710 | Not Yet Recruiting

• 1 other identifier: yeditepe02
• Study Type: observational
• Target: 10
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Cerebral Palsy (CP)

Keywords

Cerebral Palsy, Upper extremity function, Manual ability, School performance, Academic achievement, School participation, Pediatric rehabilitation

Outcome Measures

Primary Outcomes (3)

• Upper Extremity Functionality (MACS)

  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). Lower levels indicate better manual ability and functional independence.

  [Time Frame: Baseline assessment (single session)]

• Upper Extremity Functional Performance (ABILHAND-Kids)

  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. Higher scores indicate better manual ability and functional performance in daily life.

  [Time Frame: Baseline assessment (single session)]

• Academic Achievement

  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. Higher grades indicate better academic achievement.

  [Time Frame: Most recent academic term at baseline]

Secondary Outcomes (3)

• 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)]

Study Arms (1)

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

Eligibility Criteria

• Age: 6 Years - 18 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17), Adult (18-64)
• Sampling Method: Non-Probability Sample

Study Population

School-aged children diagnosed with cerebral palsy who meet the inclusion criteria and are actively attending school will be included in this cross-sectional observational study. Participants will be recruited from relevant clinical and educational settings. No intervention will be applied, and all participants will be assessed in a single evaluation session to examine the relationship between upper extremity functionality and school-related outcomes.

You may qualify if:

• 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

You may not qualify if:

• 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

Sponsors & Collaborators

• Yeditepe University: lead

Study Sites (1)

Yeditepe University Faculty of Health Sciences

Istanbul, Istanbul, 34755, Turkey (Türkiye)

Location

Related Publications (13)

• Kim HY. An investigation of the factors affecting handwriting articulation of school aged children with cerebral palsy based on the international classification of functioning, disability and health. J Phys Ther Sci. 2016 Jan;28(2):347-50. doi: 10.1589/jpts.28.347. Epub 2016 Feb 29.

  PMID: 27065517 BACKGROUND

• Tukel Kavak S, Eliasson AC. Development of handwriting skill in children with unilateral cerebral palsy (CP). Disabil Rehabil. 2011;33(21-22):2084-91. doi: 10.3109/09638288.2011.560335. Epub 2011 Mar 30.

  PMID: 21446885 BACKGROUND

• Sahin E, Dilek B, Karakas A, Engin O, Gulbahar S, Faruk Dadas O, Peker MO, El O. Reliability and Validity of the Turkish Version of the ABILHAND-Kids Survey in Children with Cerebral Palsy. Turk J Phys Med Rehabil. 2020 Jun 24;66(4):444-451. doi: 10.5606/tftrd.2020.4091. eCollection 2020 Dec.

  PMID: 33364565 BACKGROUND

• Park H, Choi JY, Yi SH, Park ES, Shim D, Choi TY, Rha DW. Relationship between the more-affected upper limb function and daily activity performance in children with cerebral palsy: a cross-sectional study. BMC Pediatr. 2021 Oct 19;21(1):459. doi: 10.1186/s12887-021-02927-2.

  PMID: 34666730 BACKGROUND

• Micheletti S, Galli J, Vezzoli M, Scaglioni V, Agostini S, Calza S, Merabet LB, Fazzi E. Academic skills in children with cerebral palsy and specific learning disorders. Dev Med Child Neurol. 2024 Jun;66(6):778-792. doi: 10.1111/dmcn.15808. Epub 2023 Nov 21.

  PMID: 37990438 BACKGROUND

• Marsh HW, Martin AJ. Academic self-concept and academic achievement: relations and causal ordering. Br J Educ Psychol. 2011 Mar;81(Pt 1):59-77. doi: 10.1348/000709910X503501.

  PMID: 21391964 BACKGROUND

• Makki D, Duodu J, Nixon M. Prevalence and pattern of upper limb involvement in cerebral palsy. J Child Orthop. 2014 May;8(3):215-9. doi: 10.1007/s11832-014-0593-0. Epub 2014 May 14.

  PMID: 24824566 BACKGROUND

• Constand MK, MacDermid JC. Applications of the International Classification of Functioning, Disability and Health in goal-setting practices in healthcare. Disabil Rehabil. 2014;36(15):1305-14. doi: 10.3109/09638288.2013.845256. Epub 2013 Oct 23.

  PMID: 24151819 BACKGROUND

• Jovellar-Isiegas P, Resa Collados I, Jaen-Carrillo D, Roche-Seruendo LE, Cuesta Garcia C. Sensory Processing, Functional Performance and Quality of Life in Unilateral Cerebral Palsy Children: A Cross-Sectional Study. Int J Environ Res Public Health. 2020 Sep 28;17(19):7116. doi: 10.3390/ijerph17197116.

  PMID: 32998414 BACKGROUND

• Huang CY, Tseng MH, Chen KL, Shieh JY, Lu L. Determinants of school activity performance in children with cerebral palsy: a multidimensional approach using the ICF-CY as a framework. Res Dev Disabil. 2013 Nov;34(11):4025-33. doi: 10.1016/j.ridd.2013.08.022. Epub 2013 Sep 13.

  PMID: 24036483 BACKGROUND

• Bumin G, Kavak ST. An investigation of the factors affecting handwriting performance in children with hemiplegic cerebral palsy. Disabil Rehabil. 2008;30(18):1374-85. doi: 10.1080/09638280701673609.

  PMID: 19230231 BACKGROUND

• Assis-Madeira EA, Carvalho SG, Blascovi-Assis SM. Functional performance of children with cerebral palsy from high and low socioeconomic status. Rev Paul Pediatr. 2013 Jan-Mar;31(1):51-7. doi: 10.1590/s0103-05822013000100009. English, Portuguese.

  PMID: 23703044 BACKGROUND

• Akpinar P, Tezel CG, Eliasson AC, Icagasioglu A. Reliability and cross-cultural validation of the Turkish version of Manual Ability Classification System (MACS) for children with cerebral palsy. Disabil Rehabil. 2010;32(23):1910-6. doi: 10.3109/09638281003763796.

  PMID: 20373857 BACKGROUND

MeSH Terms

Conditions

Cerebral Palsy

Condition Hierarchy (Ancestors)

Brain Damage, Chronic; Brain Diseases; Central Nervous System Diseases; Nervous System Diseases

Study Design

• Study Type: observational
• Observational Model: COHORT
• Time Perspective: CROSS SECTIONAL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: April 25, 2026
• First Posted: May 1, 2026
• Study Start: April 21, 2026
• Primary Completion (Estimated): May 20, 2026
• Study Completion (Estimated): May 30, 2026
• Last Updated: May 1, 2026

Record last verified: 2026-04

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)