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Background. Cognitive impairments are common in children with cerebral palsy (CP) and do not necessarily correspond to motor severity, supporting the need for targeted correction programs.

Objective. To evaluate changes in cognitive and emotional functioning after a comprehensive psychological correction program and examine associations between CP type and psychological functioning.

Sample. Eighty-eight children with CP were assessed. Fifty-one children (mean age 12.510 ± 3.184 years; 27 boys, 24 girls) completed the full rehabilitation program. Data from 37 children (12.730 ± 3.477 years; 20 boys, 17 girls) who did not complete all procedures were used in secondary analyses.

Methods. The 21-day inpatient program combined neuropsychological correction targeting attention, executive/regulatory, and visuospatial functions with biofeedback training. Pre- and post-program assessment included the Schulte Tables, Choice Reaction task, complex figure copying, and measures of anxiety and fears. Motor impairment was classified using the Gross Motor Function Classification System.
Wilcoxon, Kruskal–Wallis, and Spearman tests were used.

Results. At follow-up, children completed the Schulte Tables faster, performed better on complex figure copying, made fewer Choice Reaction errors (all p < .001), and reported fewer fears (p = .018). Improvements were most evident in executive/regulatory and visuospatial indicators. Anxiety did not change significantly. Children with left-sided hemiparesis had greater difficulty learning task instructions (p < .001). Motor severity was not associated with cognitive indicators.

Conclusion. The findings provide preliminary evidence of improvement in executive/regulatory and visuospatial functioning after the program and support individualized rehabilitation. The psychotherapeutic component requires further refinement.

Child neuropsychology studies brain functional causes of learning disabilities. Such causes might be conformed as types or neuropsychological profiles, each of which might be commonly established during neuropsychological clinical assessment.

The aim of the article is to show the possibilities of historical and cultural approach in neuropsychology for conformation and study of such qualitative profiles. The authors, basing on own experience during more them two decades of direction of neuropsychological assessment, present types of neuropsychological profiles, which are common in Russia and Mexico in cases of learning disabilities, according to diversity of different errors and mistakes found in each particular case.

It’s interesting to notice that there are both coincidence and difference within the process of identification of neuropsychological profiles by specialists. The article discusses the necessity of continuation of clinical analysis of syndromes as typical and atypical qualitative profiles in order to understand and provide optimal assessment and treatment in cases of learning disabilities.