AIM To investigate the prevalence and clinical manifestations of reading, writing, and mathematics disorders in children with cerebral palsy (CP). We explored how the clinical profile of these children differed from those with specific learning disorders (SLDs), taking into account several factors, particularly IQ scores, neuropsychological aspects, and the presence of a visual impairment. METHOD A prospective cross-sectional study was conducted in 42 children with CP (mean age 9 years 8 months; SD = 2 years 2 months) and 60 children with SLDs (mean age 10 years; SD = 1 year 7 months). Clinical characteristics, neuromotor and cognitive profiles, neuropsychological aspects (speech performance, academic skills, visual attention, phonological awareness, working memory), and signs of visual impairment (visual acuity, contrast sensitivity, visual field, oculomotor functions) were assessed. A machine learning approach consisting of a random forest algorithm, where the outcome was the diagnosis and the covariates were the clinical variables collected in the sample, was used for the analyses. RESULTS About 59% of the children with CP had reading, writing, or mathematics disorders. Children with CP with learning disorders had a low performance IQ, normal phonological awareness, and working memory difficulties, whereas children with SLDs had normal performance IQ, impaired phonological awareness, and mild working memory difficulties. There were no differences in verbal IQ between the two groups. INTERPRETATION Learning disorders are frequently associated with CP, with different clinical characteristics, compared with SLDs. Assessment of academic skills is mandatory in these children, even if the IQ is normal. At school age, specific interventions to promote academic skills in children with CP could be a major rehabilitative goal.

中文翻译：

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脑瘫和特定学习障碍儿童的学术技能。

目的 探讨脑瘫（CP）儿童阅读、写作和数学障碍的患病率及临床表现。我们探讨了这些儿童的临床特征与患有特定学习障碍 (SLD) 的儿童有何不同，并考虑了多种因素，特别是智商得分、神经心理学方面和视力障碍的存在。方法 对 42 名 CP 儿童（平均年龄 9 岁 8 个月；SD = 2 年 2 个月）和 60 名 SLD 儿童（平均年龄 10 岁；SD = 1 年 7 个月）进行了前瞻性横断面研究。评估临床特征、神经运动和认知特征、神经心理学方面（言语表现、学术技能、视觉注意力、语音意识、工作记忆）和视觉障碍体征（视敏度、对比敏感度、视野、动眼功能）。使用由随机森林算法组成的机器学习方法进行分析，其中结果是诊断，协变量是样本中收集的临床变量。结果 大约 59% 的脑瘫儿童有阅读、写作或数学障碍。患有学习障碍的 CP 儿童表现智商较低，语音意识正常，工作记忆困难；而患有 SLD 的儿童表现智商正常，语音意识受损，工作记忆有轻度困难。两组之间的言语智商没有差异。解释 学习障碍常常与 CP 相关，与 SLD 相比，其临床特征不同。即使智商正常，这些孩子的学业技能评估也是强制性的。在学龄期，促进脑瘫儿童学业技能的具体干预措施可能是主要的康复目标。