Cerebral Palsy

Cerebral Palsy (CP) is a broad term used to describe a group of chronic disorders that impair control of movement due to damage to the developing brain. The brain damage is caused by brain injury or abnormal development of the brain that occurs while a child’s brain is still developing- before birth, during birth, or immediately after. CP usually develops by age 2 or 3 and is a non-progressive brain disorder. However, the symptoms due to the brain damage often change over time; they can get better or they can get worse. There is no cure for cerebral palsy but the condition can be managed and individuals with cerebral palsy can live a long, healthy, and quality life.

DESCRIPTION

PRIMARY CONDITIONS

Body movement
Muscle Control
Muscle coordination
Muscle tone
Reflex
Posture
Balance
Fine motor functioning
Gross motor functioning
Oral motor functioning

SECONDARY CONDITIONS

Inability to chew
inability to swallow
Breathing difficulties
Bladder and bowel control issues
Communication difficulties

ASSOCIATIVE CONDITIONS

Seizure disorders
Intellectual impairment
Learning disabilities
Hearing Impairments
Visual Impairments

WAYS TO COMMUNICATE WITH SOMEONE WITH CEREBRAL PALSY

Since every person with CP is different there is no one way to communicate with someone who has cerebral palsy. Some people with CP will use AAC devices, as previously mentioned but others will use verbal language. These are the two most common forms of communication for those with cerebral palsy but others may use sign language or PECS.

CHARACTERISTICS OF CEREBRAL PALSY

Cerebral Palsy can take a mild, moderate, or severe form. Mild cerebral palsy means a child can move without assistance; his or her daily activities are not limited. Moderate cerebral palsy means a child will need braces, medications, and adaptive technology to accomplish daily activities. Severe cerebral palsy means a child will require a wheel chair and will have significant challenges in accomplishing daily activities. The severity level and the body part(s) affected in an individual is how cerebral palsy is classified.

BODY PARTS AFFECTED BY CEREBRAL PALSY

Monoplegia/Monoparesis: One limb is affected/impaired and in others.

Diplegia/Diparesis: The legs are affected/impaired.

Hemiplegia/Hemiparesis: The arm and leg on one side of their body is affected/impaired.

Double Hemiplegia/Double Hemiparesis: All four limbs are involved but one side is more affected/impaired than the other.

Paraplegia/Paraparesis: The lower half of their body is affected/impaired.

Triplegia/Triparesis: Three 3 limbs are affected/impaired.

Quadriplegia/Quadriparesis: All 4 limbs are affected/impaired.

Pentaplegia/Pentaparesis: All 4 limbs are involved, with neck and head paralysis. Eating and breathing complications usually accompany this.

FACT: Cerebral palsy is one of the most common causes of chronic childhood disability

MYTH: Every person with cerebral palsy
uses a wheel chair

MYTH: All people with Cerebral Palsy are intellectually challenged

MYTHS & FACTS ABOUT CEREBRAL PALSY

DID YOU KNOW?

Someone can have para or quadriplegia without having CP. This can happen at any time of one's life as a result of injury to the spinal chord.

ASSISTIVE DEVICES

Due to the individual’s body part(s) affected by cerebral palsy, they may use assistive devices. There are several assistive devices that can be used; braces, wheelchairs, stool scooters and standing equipment, and crutches. These devices would be used to assist the individual with movement. Individuals with cerebral palsy may also use communication devices, as some have speech problems and are not able to speak due to muscle spasms in their mouth, throat, and tongue. Augmentative Alternative Communication (AAC) devices allow individuals the ability to communicate in different ways, specialized to their needs, such as signs, letters, pictures, and even a voice.

CHALLENGES PEOPLE WITH CEREBRAL PALSY MAY FACE

Individuals with cerebral palsy have a wide range of abilities but they may face challenges in their environment and in social settings. Due to their limited control of movement, they may have trouble moving in different environments such as environments with uneven surfaces. They may also become frustrated in situations where they cannot get what they need or to ask for help so it’s important to communicate and check in with your participant to ensure that their needs are being met

BEHAVIOURS YOU MAY SEE OR MAY NOT SEE IN SOMEONE WITH CEREBRAL PALSY

One in four children with cerebral palsy have behaviour problems. At the greatest risk are those with an intellectual disability, seizure disorder, and severe pain. Problem behaviours include strong emotional responses to new challenges or new environments such as being presented with a task like a craft or transitioning into a different activity. These behaviours may occur because they don’t want engage in the task that is being presented to them or because they don’t want to leave a preferred activity.

Some strategies for dealing with these behaviours are to intersperse desired activities and undesired activities. You can also use a first, then statement to help motivate them to complete the task at hand. When it comes to transitions, you can communicate with your participant what activities will be done for the day at the beginning of the day to they are prepared. You can also use a countdown for the last 5-10 minutes so they can anticipate the end of one activity and the beginning of another. One in four people with cerebral palsy have epilepsy. Some medications for epilepsy can cause drowsiness and irritability and may also affect a person’s attention span.

HOW TO ENSURE THEIR SUCCESS AT CAMP

People with cerebral palsy have the ability to have an enjoyable and successful camp experience! As their support worker, you can make their camp experience memorable and fun. You can create an inclusive environment where they can reach their full potential and participate in all camp has to offer.

Some strategies you can use to ensure their success at camp are:

Modify/Adapt games and activities to suit your participant’s physical abilities
Facilitate interactions between your participant and other campers
Make the environment accessible for your participant
Have a positive attitude
Communicate with your participant
Encourage participation in camp programming
Advocate for your participant