I have to agree with you Beth here, because with working with communication
devices like how I do, I have seen a few parents who have said "why should
we get them a communication device and waste the time teaching it to them,
because they will be communicating independently some day".   I don't want
to sound cold hearted but if they aren't communicating independently by age
6-10 (like what I have seen sometimes), they will never, and a parent
doesn't want and love to hear that.  I myself don't really know what to say
to them because I don't want to say "stop dreaming, wishing and hoping).
But it doesn't help the child at all because they need to develop someway to
communicate or they get behind in everything they do.  Another thing my
parents have found is my verbal skills have improved since I received my
first communication device with voice output, they feel it's because I have
heard the device say the word and it has somehow trained me in soundings, so
I can say simple words more easily and plus I don't have to get frustrated
which makes communication impossible for me.  But there's no easy way to
explain this to other parents sometimes without a battle.

Thanks,
Anthony

Visit me at http://www.ara1.net
  ----- Original Message -----
  From: Elizabeth H. Thiers
  To: [log in to unmask]
  Sent: Saturday, April 20, 2002 7:31 AM
  Subject: Re: Longitudinal Study of Adults with CP


  Hey, thanks Bobby.  I'm forwarding this on to OT's.  The problem's we
  encounter usually are that parents want their children to walk and talk
and
  then realize that there is more to it.  I do a lot of educating on getting
  those little ones independent, with what ever mode of communication or
  transportation possible.  Many of the little ones work so hard walking
they
  don't have energy for the important learning.

  Beth T.

  -----Original Message-----
  From: St. John's University Cerebral Palsy List
  [mailto:[log in to unmask]]On Behalf Of BG Greer, PhD
  Sent: Friday, April 19, 2002 5:16 PM
  To: [log in to unmask]
  Subject: Longitudinal Study of Adults with CP


  I thought the list would be interested in the following study:

  Bobby

  Functional status of adults with cerebral palsy and implications for=20
  treatment of children.
  Bottos M,=A0Feliciangeli A,=A0Sciuto L,=A0Gericke C,=A0Vianello A.
  Dev Med Child Neurol.=A02001 Aug;43(8):516-28.


  Neuromotor Child Disability Centre, Azienda USL, Bologna, Italy.=20
  [log in to unmask]
  This study examined the evolution of individuals with cerebral palsy
(CP)=20
  from childhood to adulthood. Seventy-two adults with a diagnosis of CP
  born=20
  between 1934 and 1980 were studied. Individuals were recruited and data=20
  comprehensively collected using case notes and through direct assessments
  of=
  =20
  the majority of participants from three rehabilitation units in
Bologna,=20
  Padua, and Rovigo in Italy. The main findings can be summarized as
  follows:=20
  contact with health and rehabilitation services was radically reduced
  once=20
  individuals reached adulthood; more individuals who were integrated
into=20
  mainstream schools achieved and maintained literacy than those who had=20
  attended special schools; in a high number of participants, motor
  performanc=
  e=20
  deteriorated once into adulthood. Independent walking or other forms of=20
  supported locomotion were lost in many on reaching adulthood. Of those
  who=20
  continued to walk, walking deteriorated in terms of distance. It was=20
  concluded that even though CP has been considered as predominantly a=20
  childhood pathological condition, the evolution of the effects of CP do
  not=20
  stop at 16 or 18 years of age. For this reason, the traditional child-
  (or=20
  infant-) oriented approach concentrating mainly or exclusively on the=20
  achievement of independent walking, may not be an ideal approach to
  children=
  =20
  with CP. Instead a more independence-oriented therapeutic approach would
  be=20
  appropriate.