The Relationship among Cognition, Receptive Vocabulary and Speech Production Skills in Children with Cerebral Palsy

Abstract

Objectives: The purpose of this study was to identify the differences of cognition in children with cerebral palsy (CP) based on a Speech, Language Profile Group (SLPG), and explore the relationship among cognition, receptive vocabulary, and speech production skills. Methods: Forty children aged 4-16 years with CP, 10 with no speech motor involvement and age-appropriate language ability (NSMI-LCT), 7 with no speech motor involvement and impaired language ability (NSMI-LCI), 11 with speech motor involvement and age-appropriate language ability (SMI-LCT), and 12 with speech motor involvement and impaired language ability (SMI-LCI) participated in the study (spastic 31, dyskinetic 3, ataxic 2, mixed 4). To evaluate cognitive ability, language ability, and speech production skill, data were collected from the K-WISC-III or K-WIPPSI, receptive vocabulary test, prolonged vowel /a/, Assessment of Articulation and Phonology for Children, and carrier phrases repetition task. Results: The results showed significant differences between the NSMI-LCT and SMI-LCI groups in cognitive abilities. Moreover, cognitive abilities in children with CP were significantly related to receptive vocabulary and speech rate. Conclusion: This study revealed that cognition has an internal relationship with receptive vocabulary and speech production skills. Therefore cognition, language, and speech ability are important factors in the assessment and intervention for children with CP. This study suggest that multidimensional considerations are crucial in evaluating and intervening in children with CP.