THE CHILD WITH NF1 IN THE CLASSROOM - A STUDY FROM A
FUNCTIONAL POINT OF VIEW USING THE ICF-CY MODEL.
Yafit Gilboa, OT PhD a; Sara Rosenblum, OT PhD a; Aviva Fattal-Valevski, MD MHA b; Hagit Toledano-Alhadef, MDb; Naomi Josman, OT PhD a
ד"ר יפית גלבוע, פרופ' שרה רוזנבלום, ד"ר אביבה פתאל-ולבסקי, ד"ר חגית טולדנו-אלחדיף,
פרופ' נעמי יוסמן
a Department of Occupational Therapy, Faculty of Social Welfare and Health Sciences, University of Haifa, Haifa 31905, Israel
b Pediatric Neurology Unit and the Gilbert Israeli Neurofibromatosis Center (GINFC), Dana Children’s Hospital, Tel Aviv Sourasky Medical Center, 6 Weizmann Street, Tel Aviv 64239, Israel, Tel Aviv University
Introduction- To expand our understanding of the functioning of children with NF1 in a classroom environment, with focus on academic participation, a central area that influences full participation in a school routine using the ICF-CY guidelines.
Materials & Method- Thirty children diagnosed with NF1 (age range 8–16 years 8 months) and 30 typically developing children matched by gender and age were evaluated. All children were tested with regard to their activity and participation at school, by detecting their attention profile using a Virtual Classroom (VC) and their handwriting performance. The body functions (ICF-CY) that were tested were: executive function, visual perception, motor coordination, visual-motor integration and visual memory.
1. The performance of the NF1 group on the VC was significantly lower than control on the number of targets correctly identified and the number of commissions.
2. Handwriting was found to be poorer among children with NF1 in terms of content and spatial arrangement.
3. Most of the body functions tested were found to be poorer among children with NF1 in comparison to control and in correlations with handwriting and the VC.
1. Children with NF1 present specific difficulties in handwriting performance.
2. The VC appears to be a sensitive and ecologically valid assessment tool for use in the description of attention profile among children with NF1.
3. This research adds evidence to the need for early evaluation and intervention of children diagnosed with NF1 that could greatly influence their participation at school.