What are typical therapy goals for a school-age child with CP at GMFCS II?

What are typical therapy goals for a school-age child with CP at GMFCS II?

• A. Improve independent mobility on level surfaces and maintain walking with aids.
• B. Increase endurance and refine fine motor skills for school tasks.
• C. Ensure safe transfers and refine balance.
• D. Improve independent mobility on level surfaces, maintain walking with aids, refine fine motor skills for school tasks, increase endurance, and ensure safe transfers.

Answer: (D)

Therapy goals for a school-age child with CP at GMFCS II aim to preserve and expand functional independence across mobility, school participation, and safety. Because this level means the child can walk with limitations and may use a handheld device for longer distances or uneven surfaces, goals include enabling independent mobility on level surfaces, maintaining walking with aids for longer distances, refining fine motor skills needed for school tasks (like handwriting and manipulating classroom tools), increasing endurance to participate in daily activities and classes, and ensuring safe transfers (bed to chair, toilet, and classroom seating). This comprehensive set supports active participation at school and in daily life. Other options may emphasize only endurance and school-task skills or only transfers and balance, but they don’t address the full range of functional needs typical for this GMFCS level.

Therapy goals for a school-age child with CP at GMFCS II aim to preserve and expand functional independence across mobility, school participation, and safety. Because this level means the child can walk with limitations and may use a handheld device for longer distances or uneven surfaces, goals include enabling independent mobility on level surfaces, maintaining walking with aids for longer distances, refining fine motor skills needed for school tasks (like handwriting and manipulating classroom tools), increasing endurance to participate in daily activities and classes, and ensuring safe transfers (bed to chair, toilet, and classroom seating). This comprehensive set supports active participation at school and in daily life. Other options may emphasize only endurance and school-task skills or only transfers and balance, but they don’t address the full range of functional needs typical for this GMFCS level.