Stability of children with cerebral palsy in their wheelchair seating: perceptions of parents and therapists
Bibliographic record
Abstract
PURPOSE: To draw up a clinical portrait of children with cerebral palsy (CP) in relation to their postural stability in the sitting position, by means of questionnaires addressed to their parents and clinicians and to identify the parameters related to body geometry, activities of daily living (ADL) and the period of the day that are linked with their postural instability. METHOD: Parents and therapists of 31 children with CP (17 boys, 14 girls; mean age, 12.7 years; age range, 8-18 years) took part in the study. As a first step, four questionnaires were developed by the research team. Nine clinicians were then involved in a focus group to validate their content. They were thereafter sent to the parents and therapists of the children. Descriptive analyses (percentage) were performed on the results of the questionnaires. RESULTS: A high percentage of instability was reported by both children's clinicians and parents (81% and 70%, respectively). This instability mainly occurred after less than half an hour in the wheelchair. Sliding and posterior pelvic tilt, pelvic obliquity and pelvic rotation were identified as the main problems of instability encountered by these children. CONCLUSION: The children involved in this study experienced some difficulties in achieving various ADL, because of their instability in the seated position. As the maintenance of postural stability is essential to the performance of most motor acts, it is essential to better understand the parameters associated with postural instability of children with CP in the seated posture.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".