CONTENTS -- CONTRIBUTORS -- FOREWORD -- 1. INTRODUCTION TO THE CLINICAL REASONING APPROACH OF THE BOOK Christine Imms, Karen J Dodd and Nicholas Taylor -- How to use this book -- The intervention process model -- Concluding remarks -- References -- 2. WHAT IS CEREBRAL PALSY Christine Imms and Karen J Dodd -- Outcomes of cerebral palsy -- Effect of encironmental and personal factors -- Identification of individuals at risk -- Dental care -- Mental health -- References -- 3. UNDERSTANDING THE FAMILY'S PERSPECTIVE: PARENTING A CHILD WITH CEREBRAL PALSY Heln Bourke-Taylor -- Main challenges associated with parenting a child with cerebral palsy -- What do families need from professionals? -- References -- 4. OVERVIEW OF THERAPY Karen Dodd, Christine Imms and Nicholas F Taylor -- Introduction -- General therapeutic approaches -- Therapeutic interventions -- Behaviour management -- Goal-directed training -- Chapter summary -- References -- 5. THE INFANT WITH COMPLEX NEEDS Sarah Foley and Susan Greaves -- Case study: Jessica -- Stage 1: initial data collection -- Stage 2: identify and prioritize concerns -- Stage 3: identify relevant theory to guide management -- Stage 4: assessment of body structure and function, activity and participation -- Stage 5: contextual factors: environmental and personal -- Stage 6: management plan -- Stage 7: implement plan -- Stage 8: evaluative outcomes -- References -- 6. EARLY STEPS Karen J Dodd and Susan Greaves -- Case study: Benjamin -- Stage 1: Initial data collection -- Stage 2: identify and prioritize concerns -- Stage 3: Indentifying relevant theory -- Stage 4: assessment of body structures and function, activity and participation -- Stage 5: contexual factors: personal and environmental -- stage 6: negotiate the management plan -- Stage 7: implement plan -- Stage 8: evaluate outcomes -- References.

7. MODIFIED CONSTRAINT-INDUCED THERAPY FOR YOUNG CHILDREN Margaret Wallen and Christine Imms -- Case study: Callum -- stage 1: data collection -- stage 2: identify and prioritize concerns -- Stage 3: identify arelevant theoretical foundations involved in working with Callum -- Stage 4: assessment of participation, activity and body structure and function -- Stage 5: contextual factors: environmetal factors -- Stage 6: management plan -- Stage 7: Implement plan -- Stage 8: evaluate concerns -- References -- 8. GOAL-DIRECTED TRAINING OF ACTIVITY PERFORMACE Brian Hoare and Christine Imms -- Case study: Travis -- Stage 1: Initial data collection -- Stage 2: identify and prioritize concerns -- Stage 3: identify relevant theory -- Stage 4: assessment of body structure and function, activity and participation -- Stage 5: contextual factors: environmental and personal -- Stage 6: management plan -- Stage 7: implement plan -- Stage 8: evaluate outcomes -- 9. THE ROLE OF BOTULINUM TOXIN A INJECTIONS IN THE LOWER EXTREMITY Pam Thomason and Kerr Graham -- Case study: Hamish -- Stage 1: Initial data collection -- Stage 2: identify and prioritize concerns -- Stage 3: identify relevant theory -- Stage 4: assessment of body structure and function, activity and participation -- Stage 5: contextual factors: environmental and personal -- Stage 6: management plan -- Stage 7: implement plan -- Stage 8: evaluate outcomes -- References -- 10. PHYSIOTHERAPY FOLLOWING SINGLE EVENT MULTILEVEL SURGERY (SEMLS) Adrienne Harvey -- Case study: Ruby -- Stage 1: Initial data collection -- Stage 2: identify and prioritize concerns -- Stage 3: identify relavant theory -- Stage 4: assessment of body structure and function, activity and participation -- Stage 5: identify contexual factors -- Stage 6: negotiate a management plan -- Stage 7: implement the plan.

Stage 8: evaluate the outcomes -- References -- 11. OCCUPATIONAL THERAPY FOLLOWING UPPER EXTREMITY SURGERY Josie Duncan -- Case study: Adam -- Stage 1: Initial data collection -- Stage 2: identify and prioritize concerns -- Stage 3: identify relevant theory -- Stage 4: assessment of body structure and function, activity and participation -- Stage 5: identify contexual factors: environmental and personal -- Stage 6: management plan -- Stage 7: implement the plan -- Stage 8: evaluate the outcomes -- References -- 12. NAVIGATING SCOOL-BASED NEEDS AND TECHNOLOGICAL SUPPORTS FOR SECONDARY SCHOOLS Margaret Mayston -- Case study: Lucy -- Stage 1: initial data collection -- Stage 2: identify and prioritize concerns -- Stage 3: identify relevant theory -- Stage 4: assessment of body structure and function, activity and participation -- Stage 5: identify contexual factors: environmental and personal -- Stage 6: management plan -- Stage 7: implement plan -- Stage 8: evaluate outcomes (endof term 1) -- References -- 13. STRENGTH TRAINING FOR ADOLESCENTS Nicholas F Taylor and Karen J Dodd -- Case study: Tony -- Stage 1: initial data collection -- Stage 2: identify and prioritize concerns -- Stage 3: identify relavant theory -- Stage 4: assessment of body structure and function, activity and participation -- Stage 5: contextual factors: environmental and personal -- Stage 6: management plan -- Stage 7: implement plan -- Stage 8: evaluate outcomes -- References -- 14. TRANSITIONS TO ADULTHOOD Mary Law and Debra Stewart -- Case study: Isabella -- Stage 1. initial data collection -- Stage 2: identify and prioritize concerns -- Stage 3: identify relavant theory and evidence -- Stage 4: assessment of body structure and function, activity and participation -- Stage 5: contextual factors: environmental and personal -- Stage 6: management factors.

Stage 7: implement plan -- Stage 8: evaluate outcomes -- References -- 15. THE YOUNG ADULT WITH COMPLEX DISABILTY Barbara Scoullar and Christine Imms -- Case study: Simon -- Stage 1: Initial data collection -- Stage 2: identify and prioritize concerns -- Stage 3: identifying relevant theory -- Stage 4: assessment of participation, activity and body structure and function -- Stage 5: contextual factors -- Stage 6: negotiate the management plan -- Stage 7: implement plan -- Stage 8: evaluate outcomes -- References -- 16. THE ADULT YEARS Karen J Dodd, Nicholas F Taylor and Christine Imms -- Case study: Teresa -- Stage 1: initial data collection -- Stage 2: identify and prioritize concerns -- Stage 3: identify relevant theory -- Stage 4: assessment of body function, activity and participation -- Stage 5: contextual factors: environmental and personal -- Stage 6: management plan -- Stage 7: implement plan -- Stage 8: evaluative outcomes -- References -- APPENDIX: Assessment of teh individual with cerebral palsy -- INDEX.