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Predictors Related to Activity Performance of School Function Assessment in School-aged Children with Spastic Cerebral Palsy
J Korean Soc Phys Med 2019;14(2):97-105
Published online May 31, 2019;  https://doi.org/10.13066/kspm.2019.14.2.97
© 2019 Journal of The Korean Society of Physical Medicine.

Won-Ho Kim, PhD, PT

Department of Physical Therapy, Ulsan College
Received January 8, 2019; Revised January 10, 2019; Accepted April 3, 2019.
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
PURPOSE: This study examined the factors related to school-based activity performance in school-aged children with spastic cerebral palsy (CP).
METHODS: The Gross Motor Function Systems (GMFCS), Manual Ability Classification System (MACS), Communication Function Classification System (CFCS) as functional classifications, and the physical activity performance of the School Function Assessment (SFA) were measured in 79 children with spastic CP to assess the student’s performance of specific school-related functional activities.
RESULTS: All the function classification systems were correlated significantly with the physical activity performance of the SFA (rs=-.47 to -.80) (p<.05). The MACS (β=-.59), GMFCS (β=-.23), CFCS (β=-.21), and age (β=-.15) in order were predictors of the physical activity performance of the SFA (84.8%)(p<.05).
CONCLUSION: These functional classification systems can be used to predict the school-based activity performance in school-aged children with CP. In addition, they can contribute to the selection of areas for intensive interventions to improve the school-based activity performance.
Keywords : Cerebral palsy, Functional classification systems, School function assessment


May 2019, 14 (2)
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