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Fisher PW, Reyes-Portillo JA, Riddle MA, Litwin HD. Systematic Review: Nonverbal Learning Disability. J Am Acad Child Adolesc Psychiatry 2022; 61:159-186. [PMID: 33892110 DOI: 10.1016/j.jaac.2021.04.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 03/18/2021] [Accepted: 04/02/2021] [Indexed: 11/25/2022]
Abstract
OBJECTIVE To summarize the current state of the research literature on nonverbal learning disability (NVLD), including criteria used to define NVLD in research contexts and the quality of the extant research; and to determine what research can tell us about ways in which NVLD is distinct from DSM neurodevelopmental disorders and typical development. METHOD A systematic search of 7 databases was conducted to identify research on NVLD published through February 2019. Criteria used to define NVLD were extracted from identified studies and sorted by category. Each study was assessed for risk of bias and rated "good," "fair," or "poor;" findings from studies rated good or fair were summarized. RESULTS A total of 61 articles (63 studies) met inclusion criteria. There was great heterogeneity in the criteria used to define NVLD. Deficits in visuospatial ability/intelligence was the most common criterion used, followed by discrepancy between verbal and nonverbal intelligence (VIQ>PIQ split of 10 or greater). All studies were cross-sectional and most included small, poorly described samples. Most studies focused on children and young adolescents. Eight studies were rated as good, 42 as fair, and 13 as poor. Review of results from the 50 good or fair studies suggest that there is sufficient evidence that youths with NVLD (as defined by significant deficits in visuospatial abilities) can be clearly differentiated from their typically developing peers, those with verbal learning disorders, and from other clinical groups (eg, individuals with high functioning autism). CONCLUSION A standard set of criteria for determining an NVLD diagnosis would greatly improve research studies and the possibility of inclusion in the DSM and the International Classification of Diseases.
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Affiliation(s)
- Prudence W Fisher
- Drs. Fisher, Reyes-Portillo, and Litwin are with New York State Psychiatric Institute and Columbia University Irving Medical Center, New York.
| | - Jazmin A Reyes-Portillo
- Drs. Fisher, Reyes-Portillo, and Litwin are with New York State Psychiatric Institute and Columbia University Irving Medical Center, New York; Dr. Reyes-Portillo is also with Montclair State University, New Jersey
| | - Mark A Riddle
- Dr. Riddle is with The Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Hillary D Litwin
- Drs. Fisher, Reyes-Portillo, and Litwin are with New York State Psychiatric Institute and Columbia University Irving Medical Center, New York
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Direk MÇ, Makharoblidze K, Sevimli E, Çelik Y, Taşdelen B, Kömür M, Okuyaz Ç. Long-term cognitive outcomes of prematurely born infants: A longitudinal follow-up of Denver II, Bayley III and WISC-IV Tests. Pediatr Int 2021; 63:1504-1509. [PMID: 33724609 DOI: 10.1111/ped.14697] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/02/2020] [Accepted: 03/02/2021] [Indexed: 11/30/2022]
Abstract
BACKGROUND Prematurity constitutes a risk factor for developmental delay in infancy and childhood. This study aims to: (i) determine long-term cognitive outcomes in prematurely delivered children and compare them with term-delivered children using the WISC-IV and Stroop tests; (ii) examine the relation between Denver II, Bayley III and WISC-IV, Stroop tests. METHODS The study group consisted of children born prematurely who had been tested with Denver II and Bayley III in their first 2 years, and had been evaluated with WISC-IV and Stroop tests under follow up, 6-10 years later. RESULTS The study group (n = 60, 25 F, 35 M) was 8.0 ± 2.4 (6-10.7) years old when given WISC-IV and Stroop tests. Gestational age in the study group was 34-37 weeks in 25%, 30-33 weeks in 48.3%, and <29 weeks in 26.7%. On WISC-IV, the verbal comprehension index, perceptual reasoning index, working memory index, and full-scale IQ scores were lower in the study group than the control group (P < 0.05). The study group took longer to complete the Stroop test (P < 0.05). Lower socioeconomic status (P = 0.005) and parental education level (P = 0.000) were associated with lower verbal comprehension index scores. Denver II and Bayley III test results were related to WISC-IV results (P < 0.05) but not to the Stroop test results (P > 0.05). CONCLUSIONS Our results showed prematurity negatively influences the results of WISC-IV and Stroop tests at school age. Denver II and Bayley III tests applied at age 2 years likely predict WISC-IV results.
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Affiliation(s)
| | - Khatuna Makharoblidze
- Department of Pediatric Neurology, Mersin University Faculty of Medicine, Mersin, Turkey
| | - Eyşan Sevimli
- Department of Pediatric Neurology, Mersin University Faculty of Medicine, Mersin, Turkey
| | - Yalçın Çelik
- Department of Neonatology Care Unit, Mersin University Faculty of Medicine, Mersin, Turkey
| | - Bahar Taşdelen
- Department of Biostatistics, Mersin University Faculty of Medicine, Mersin, Turkey
| | - Mustafa Kömür
- Department of Pediatric Neurology, Mersin University Faculty of Medicine, Mersin, Turkey
| | - Çetin Okuyaz
- Department of Pediatric Neurology, Mersin University Faculty of Medicine, Mersin, Turkey
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de Lima RF, Salgado-Azoni CA, Dell'Agli BAV, Baptista MN, Ciasca SM. Behavior Problems and Depressive Symptoms in Developmental Dyslexia: Risk Assessment in Brazilian Students. CLINICAL NEUROPSYCHIATRY 2020; 17:141-148. [PMID: 34908985 PMCID: PMC8629085 DOI: 10.36131/cnfioritieditore20200301] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Objective To investigate if students with developmental dyslexia (DD) have more behavior problems and depressive symptoms than students without learning difficulties. Method Participants were 61 students, aged 7-14 years, including 31 with interdisciplinary DD diagnosis and 30 without learning disabilities. We collected data from parents, using the children’s behavior checklist (CBCL), and from students, using the children’s depression inventory (CDI). Results The DD group had higher CBCL averages for anxiety, depression, withdrawal, rule-breaking behaviors, aggressiveness, and social, attentional and thought problems. They also showed higher results for the internalizing and externalizing categories, others and total. In the CDI, DD students had higher averages for total score and for the following symptoms: negative self-evaluation, guilt, suicidal thoughts, feeling concern, performance comparison, sleeping difficulties, fatigue, and problems in interacting with peers at school. Conclusions We discuss the results in terms of implications for DD diagnosis and intervention. Parent reports indicate a higher frequency of behavior problems in students with DD diagnosis. Those students also demonstrate more symptoms of depression than students without learning difficulties.
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Affiliation(s)
- Ricardo Franco de Lima
- Laboratório de Pesquisa em Dificuldades, Distúrbios de Aprendizagem e Transtornos da Atenção (DISAPRE), Faculdade de Ciências Médicas, Universidade Estadual de Campinas (UNICAMP), Campinas, SP, Brazil.,Universidade São Francisco (USF), Bragança Paulista, SP, Brazil
| | - Cíntia Alves Salgado-Azoni
- Departamento de Fonoaudiologia, Centro de Ciências da Saúde, Universidade Federal do Rio Grande do Norte (UFRN), Natal, RN, Brazil
| | | | - Makilim Nunes Baptista
- Programa de Pós-Graduação Stricto-Sensu em Psicologia da Universidade São Francisco (USF), Campinas, SP, Brazil
| | - Sylvia Maria Ciasca
- Laboratório de Pesquisa em Dificuldades, Distúrbios de Aprendizagem e Transtornos da Atenção (DISAPRE), Faculdade de Ciências Médicas, Universidade Estadual de Campinas (UNICAMP), Campinas, SP, Brazil
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Mohammaddoost F, Mosayebi Z, Peyrovi H, Chehrzad MM, Mehran A. The effect of mothers' empowerment program on premature infants' weight gain and duration of hospitalization. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2016; 21:357-62. [PMID: 27563317 PMCID: PMC4979257 DOI: 10.4103/1735-9066.185572] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
Background: The readiness of mothers to take care for infants at discharge is a critical issue. Poor readiness of mothers in taking care of premature infants at the time of discharge is associated with potential adverse consequences. This study examined the effect of implementing mothers’ empowerment program on the weight gain and duration of hospitalization in premature infants. Materials and Methods: This study was a quasi-experimental before-after study with a control group, in which 80 mothers with premature infants who were hospitalized in NICU Level II of two hospitals were recruited in the study. Mothers’ empowerment program was implemented as a three-stage training program for the intervention group. Mothers’ readiness questionnaire was completed by the mothers before the intervention and at the discharge time. The changes in mean of mothers’ readiness scores were compared in both the groups. Results: The mean of daily weight gain in infants of the intervention group (3.95 g) was significantly higher than that of the infants in the control group (−0.9 g) (P = 0.003). The average duration of hospitalization for infants in the intervention and control groups was 15.45 days and 20.95 days, respectively, showing a statistically significant difference (P = 0.003). Conclusions: Providing training to the mothers regarding how to care for premature infants can be a useful and effective method in the process of weight gain of premature and low-birth newborns, and may shorten the duration of infants’ hospitalization.
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Affiliation(s)
- Fatemeh Mohammaddoost
- Department of Neonatal Intensive Care Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
| | - Ziba Mosayebi
- Department of Neonatology, Children's Medical Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Hamid Peyrovi
- Nursing Care Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Minoo-Mitra Chehrzad
- Department of Pediatric Nursing, School of Nursing and Midwifery, Social Determinant Health Research Center, Guilan University of Medical Sciences, Rasht, Iran
| | - Abbas Mehran
- School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
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Metsala JL, Galway TM, Ishaik G, Barton VE. Emotion knowledge, emotion regulation, and psychosocial adjustment in children with nonverbal learning disabilities. Child Neuropsychol 2016; 23:609-629. [DOI: 10.1080/09297049.2016.1205012] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Circadian Sleep Patterns in Toddlers Born Preterm: Longitudinal Associations with Developmental and Health Concerns. J Dev Behav Pediatr 2016; 37:358-69. [PMID: 27011003 PMCID: PMC4887334 DOI: 10.1097/dbp.0000000000000287] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
OBJECTIVE Children born preterm are at elevated risk for several developmental and health concerns. Early sleep patterns may be associated with these concerns. The current study assesses the associations between toddler circadian sleep/activity patterns and later developmental, behavioral, attentional, and health concerns in this at-risk population. METHOD We examined circadian sleep/activity patterns at 2 years of age in 99 children born preterm. Child cognitive skills were tested at 3 years of age, and behavior, attention, and health concerns were reported at 3 and 6 years of age. First, sleep/activity data collected via actigraphy were assessed using time series analysis (TSA). For this, we assessed how each child's sleep/activity pattern compared to a specified 24-hour circadian cycle (SCC) with an adjustment for daytime napping. Second, in a series of regression models child sleep/activity parameters from the TSA were assessed with child gender, prematurity, and family sociodemographic assets as covariates. RESULTS Toddlers with patterns that closely aligned with the SCC had higher abbreviated intelligence quotient scores at 3 years of age. Additionally, at 6 years these children had a lower risk for illness-related medical visits. Higher toddler average activity level was associated with fewer teacher-reported attention-deficit hyperactivity disorder symptoms and a lower risk for illness-related medical visits. CONCLUSION The novel approach used in this study to index child circadian patterns provides a pattern-based analysis of sleep/activity, which may prove to be developmentally consequential. With replication, these findings may help practitioners promote optimal cognitive and health development via circadian sleep supports in infants born preterm.
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Poehlmann-Tynan J, Gerstein ED, Burnson C, Weymouth L, Bolt DM, Maleck S, Schwichtenberg AJ. Risk and resilience in preterm children at age 6. Dev Psychopathol 2015; 27:843-58. [PMID: 25196017 PMCID: PMC4834243 DOI: 10.1017/s095457941400087x] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Children born preterm are at risk for experiencing significant deleterious developmental outcomes throughout their childhood and adolescence. However, individual variation and resilience are hallmarks of the preterm population. The present study examined pathways to resilience across multiple domains (e.g., social activities, peer relations, attention-deficit/hyperactivity disorder symptomology, externalizing and internalizing behavior, and sleep quality) as children born preterm reached school age. The study also examined early child and family predictors of resilience. Using a prospective longitudinal design, 173 infants born preterm and without significant neurological complications were assessed at five time points: neonatal intensive care unit discharge, 9 months, 16 months, 24 months, and 6 years. Three pathways of adaptation emerged at 6 years: children who were resilient, those who remained at-risk, and children who exhibited significant difficulties. Resilient children were less likely to have experienced negative parenting at 9 and 16 months, more likely to delay gratification at 24 months, and more likely to experience neonatal health complications than nonresilient children.
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Abikoye GE, Eze CU, Uchendu IU. Co-Occurrence of Substance Use and Study Difficulty Among University Students. PSYCHOLOGICAL STUDIES 2014. [DOI: 10.1007/s12646-014-0265-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023] Open
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Moreira RS, Magalhães LC, Alves CR. Effect of preterm birth on motor development, behavior, and school performance of school-age children: a systematic review. JORNAL DE PEDIATRIA (VERSÃO EM PORTUGUÊS) 2014. [DOI: 10.1016/j.jpedp.2013.05.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022] Open
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Moreira RS, Magalhães LC, Alves CRL. Effect of preterm birth on motor development, behavior, and school performance of school-age children: a systematic review. J Pediatr (Rio J) 2014; 90:119-34. [PMID: 24370176 DOI: 10.1016/j.jped.2013.05.010] [Citation(s) in RCA: 88] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/15/2013] [Accepted: 05/25/2013] [Indexed: 11/16/2022] Open
Abstract
OBJECTIVES to examine and synthesize the available knowledge in the literature about the effects of preterm birth on the development of school-age children. SOURCES this was a systematic review of studies published in the past ten years indexed in MEDLINE/Pubmed, MEDLINE/BVS; LILACS/BVS; IBECS/BVS; Cochrane/BVS, CINAHL, Web of Science, Scopus, and PsycNET in three languages (Portuguese, Spanish, and English). Observational and experimental studies that assessed motor development and/or behavior and/or academic performance and whose target-population consisted of preterm children aged 8 to 10 years were included. Article quality was assessed by the Strengthening the reporting of observational studies in epidemiology (STROBE) and Physiotherapy Evidence Database (PEDro) scales; articles that did not achieve a score of 80% or more were excluded. SUMMARY OF FINDINGS the electronic search identified 3,153 articles, of which 33 were included based on the eligibility criteria. Only four studies found no effect of prematurity on the outcomes (two articles on behavior, one on motor performance and one on academic performance). Among the outcomes of interest, behavior was the most searched (20 articles, 61%), followed by academic performance (16 articles, 48%) and motor impairment (11 articles, 33%). CONCLUSION premature infants are more susceptible to motor development, behavior and academic performance impairment when compared to term infants. These types of impairments, whose effects are manifested in the long term, can be prevented through early parental guidance, monitoring by specialized professionals, and interventions.
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Affiliation(s)
- Rafaela S Moreira
- Program in Health Sciences: Child and Adolescent Health, School of Medicine, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG, Brazil; Departament of Physical Therapy, Universidade Federal de Santa Catarina (UFSC), Araranguá, SC, Brazil.
| | - Lívia C Magalhães
- Department of Occupational Therapy, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG, Brazil
| | - Claudia R L Alves
- Departament of Pediatrics, Faculty of Medicine, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG, Brazil
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Poehlmann J, Burnson C, Weymouth LA. Early parenting, represented family relationships, and externalizing behavior problems in children born preterm. Attach Hum Dev 2014; 16:271-91. [PMID: 24580068 DOI: 10.1080/14616734.2014.884610] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Through assessment of 173 preterm infants and their mothers at hospital discharge and at 9, 16, 24, 36, and 72 months, the study examined early parenting, attachment security, effortful control, and children's representations of family relationships in relation to subsequent externalizing behavior problems. Less intrusive early parenting predicted more secure attachment, better effortful control skills, and fewer early behavior problems, although it did not directly relate to the structural or content characteristics of children's represented family relationships. Children with higher effortful control scores at 24 months had more coherent family representations at 36 months. Moreover, children who exhibited less avoidance in their family representations at 36 months had fewer mother-reported externalizing behavior problems at 72 months. The study suggests that early parenting quality and avoidance in children's represented relationships are important for the development of externalizing behavior problems in children born preterm.
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Affiliation(s)
- Julie Poehlmann
- a Human Development and Family Studies , University of Wisconsin-Madison , Madison , WI , USA
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Burnson C, Poehlmann J, Schwichtenberg AJ. Effortful control, positive emotional expression, and behavior problems in children born preterm. Infant Behav Dev 2013; 36:564-74. [PMID: 23810984 PMCID: PMC3796122 DOI: 10.1016/j.infbeh.2013.04.003] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2012] [Revised: 01/23/2013] [Accepted: 04/30/2013] [Indexed: 11/27/2022]
Abstract
The present study focused on the role of high effortful control in the expression of positive emotion and development of behavior problems in children born preterm (mean gestational age = 31.4 weeks). Using data from a prospective longitudinal study, the present study assessed effortful control and behavior problems at 24 and 36 months and positive emotional expression at 24 months in a sample of 173 children born preterm. Less positive emotional expression was associated with higher effortful control for boys but not girls. Higher effortful control was associated with fewer total behavior problems, but this relation was attenuated when socioeconomic assets were included in the model. More socioeconomic assets were associated with fewer behavior problems for both boys and girls and higher effortful control for girls. Socioeconomic assets appear to be an important factor in the development of effortful control and behavior problems in children born preterm regardless of gender, whereas positive emotional expression was important for boys. Future intervention research should examine fostering adaptive levels of effortful control in high-risk populations as a means to facilitate resilience processes.
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Metcalfe LA, Harvey EA, Laws HB. The Longitudinal Relation Between Academic/Cognitive Skills and Externalizing Behavior Problems in Preschool Children. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2013; 105:881-894. [PMID: 24039280 DOI: 10.1037/a0032624] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
OBJECTIVE Existing research suggests that there is a relation between academic/cognitive deficits and externalizing behavior in young children, but the direction of this relation is unclear. The present study tested competing models of the relation between academic/cognitive functioning and behavior problems during early childhood. METHOD Participants were 221 children (120 boys, 101 girls) who participated in a longitudinal study from age 3 to 6. RESULTS A reciprocal relation (Model 3) was observed only between inattention and academic achievement; this relation remained controlling for SES and family stress. The relation between inattention and cognitive ability was consistent with Model 1 (cognitive skills predicting later inattention) with controls. For hyperactivity and aggression, there was some support for Model 2 (early behavior predicting later academic/cognitive ability), but this model was no longer supported when controlling for family functioning. CONCLUSION These results suggest that the relation between academic achievement/cognitive ability and externalizing problems may be driven primarily by inattention. These results also suggest that this relation is evident early in development, highlighting the need for early assessment and intervention.
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Fan RG, Portuguez MW, Nunes ML. Cognition, behavior and social competence of preterm low birth weight children at school age. Clinics (Sao Paulo) 2013; 68:915-21. [PMID: 23917653 PMCID: PMC3714779 DOI: 10.6061/clinics/2013(07)05] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/28/2012] [Accepted: 03/07/2013] [Indexed: 11/18/2022] Open
Abstract
OBJECTIVE The aim of this study was to assess the cognitive and behavioral development of preterm and low birth weight newborns living in a disadvantageous socioeconomic environment at school age. METHODS This cross-sectional study included children aged 6-7 from a historical birth cohort of preterm (gestational age <37 weeks) and low birth weight (<2,500 g) infants. The Wechsler Intelligence Scale for Children III (WISC-III) was administered by a psychologist while the parents completed the Child Behavior Checklist. The results were compared to the test's reference. The perinatal information and follow-up data were collected from the hospital files. The demographic data were collected from the parents. The current performance was compared with the results from the Denver II and Bayley II tests, which were administered during the first years of life. RESULTS The total intelligence quotient varied from 70 to 140 (mean 98.7±15.8). The borderline intelligence quotient was observed in 9.3% of the children. The Child Behavior Checklist indicated a predominance of social competence problems (27.8%, CI 19.2 to 37.9) compared with behavioral problems (15.5%, CI 8.9 to 24.2). Both the Child Behavior Checklist domains, such as schooling, social and attention problems, and the cognitive scores were significantly associated with maternal education and family income. The results of the Denver and Bayley tests were associated with the cognitive performance (p<0.001) and the Child Behavior Checklist social profile, including aggressive and externalizing behavior (p<0.001). CONCLUSIONS Our data suggest that even low-risk preterm newborns are at risk for developing disturbances in early school age, such as mild cognitive deficits and behavioral disorders. This risk might increase under unfavorable socioeconomic conditions.
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Affiliation(s)
- Rachel Gick Fan
- Division of Neurology/Neuropsychology, Hospital São Lucas, Porto Alegre, RS, Brazil
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Mammarella IC, Cornoldi C. An analysis of the criteria used to diagnose children with Nonverbal Learning Disability (NLD). Child Neuropsychol 2013; 20:255-80. [DOI: 10.1080/09297049.2013.796920] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Fine JG, Semrud-Clikeman M, Bledsoe JC, Musielak KA. A critical review of the literature on NLD as a developmental disorder. Child Neuropsychol 2013; 19:190-223. [DOI: 10.1080/09297049.2011.648923] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Schwichtenberg AJ, Young GS, Hutman T, Iosif AM, Sigman M, Rogers SJ, Ozonoff S. Behavior and sleep problems in children with a family history of autism. Autism Res 2013; 6:169-76. [PMID: 23436793 DOI: 10.1002/aur.1278] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2011] [Accepted: 12/13/2012] [Indexed: 12/24/2022]
Abstract
The present study explores behavioral and sleep outcomes in preschool-age siblings of children with autism spectrum disorders (ASD). This study focuses on behavior problems that are common in children with ASD, such as emotional reactivity, anxiety, inattention, aggression, and sleep problems. Infant siblings were recruited from families with at least one older child with ASD (high-risk group, n = 104) or families with no history of ASD (low-risk group, n = 76). As part of a longitudinal prospective study, children completed the Mullen Scales of Early Learning and the Autism Diagnostic Observation Schedule, and parents completed the Child Behavior Checklist (CBCL) and the Social Communication Questionnaire at 36 months of age. This study focuses on developmental concerns outside of ASD; therefore, only siblings who did not develop an ASD were included in analyses. Negative binomial regression analyses revealed that children in the high-risk group were more likely to have elevated behavior problems on the CBCL Anxious/Depressed and Aggression subscales. To explore sleep problems as a correlate of these behavior problems, a second series of models was specified. For both groups of children, sleep problems were associated with elevated behavior problems in each of the areas assessed (reactivity, anxiety, somatic complaints, withdrawal, attention, and aggression). These findings support close monitoring of children with a family history of ASD for both behavioral and sleep issues.
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Affiliation(s)
- Amy Jo Schwichtenberg
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, CA, USA.
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Shah PE, Robbins N, Coelho RB, Poehlmann J. The paradox of prematurity: the behavioral vulnerability of late preterm infants and the cognitive susceptibility of very preterm infants at 36 months post-term. Infant Behav Dev 2013; 36:50-62. [PMID: 23261789 PMCID: PMC4235990 DOI: 10.1016/j.infbeh.2012.11.003] [Citation(s) in RCA: 60] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2012] [Revised: 10/08/2012] [Accepted: 11/08/2012] [Indexed: 10/27/2022]
Abstract
We explored associations among preterm status (very preterm infant (VPI: <30 weeks), moderate preterm (MPI: 30-33(6/7) weeks), late preterm (LPI: 34-36(6/7) weeks), parenting, and 3-year cognitive and behavioral outcomes. We hypothesized that LPIs would demonstrate better health and neurobehavioral outcomes compared with more premature infants, and that preterm status would moderate the association between parenting quality and 3-year outcomes. Sample included 123 preterm infants (gestation <37 weeks) and their mothers from a larger study of high-risk infants with measures of neonatal and socioeconomic risks at hospital discharge; maternal vocabulary at 9-months, child IQ and behavior at 36 months, and maternal depressive symptoms and parenting at all timepoints. Group differences were explored using MANOVAs while predictors of child outcomes were explored using hierarchical regression analyses. MANOVAs indicated that LPIs had more optimal neonatal health during the hospital stay, yet more externalizing (p=.043), aggressive (p=.006) and oppositional behaviors (p=.008) at 3 years compared with VPIs. There were no IQ differences between VPIs, MPIs and LPIs. However, preterm infants who experienced less negative parenting had higher IQs at 36 months (β=-3.245, p=.017), with the greatest effects seen in VPIs (β=0.406, p=.01) compared with LPIs (β=0.148, p=.381). LPIs manifested similar IQ, but more externalizing, oppositional and aggressive behavior symptoms compared to VPIs. VPIs appeared to be differentially susceptible to parenting effects, with VPIs demonstrating the highest cognitive scores in the context of more positive parenting.
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Affiliation(s)
- Prachi E Shah
- Center for Human Growth and Development, University of Michigan, Ann Arbor, MI, USA.
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Poehlmann J, Hane A, Burnson C, Maleck S, Hamburger E, Shah PE. Preterm infants who are prone to distress: differential effects of parenting on 36-month behavioral and cognitive outcomes. J Child Psychol Psychiatry 2012; 53:1018-25. [PMID: 22582942 PMCID: PMC3467011 DOI: 10.1111/j.1469-7610.2012.02564.x] [Citation(s) in RCA: 57] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
BACKGROUND The differential susceptibility (DS) model suggests that temperamentally prone-to-distress infants may exhibit adverse outcomes in negative environments but optimal outcomes in positive environments. This study explored temperament, parenting, and 36-month cognition and behavior in preterm infants using the DS model. We hypothesized that temperamentally prone to distress preterm infants would exhibit more optimal cognition and fewer behavior problems when early parenting was positive; and less optimal cognition and more behavior problems when early parenting was less positive. METHODS Participants included 109 preterm infants (gestation <37 weeks) and their mothers. We assessed neonatal risk and basal vagal tone in the neonatal intensive care unit; infant temperament and parenting interactions at 9 months post-term; and child behavior and cognitive skills at 36 months post-term. Hierarchical regression analyses tested study hypotheses. RESULTS Temperamentally prone-to-distress infants exhibited more externalizing problems if they experienced more critical parenting at 9 months (β = -.20, p < 0.05) but fewer externalizing problems with more positive parenting. Similarly, variations in maternal positive affect (β = .25, p < .01) and intrusive behaviors (β = .23, p < .05) at 9 months predicted 36-month cognition at high but not at low levels of infant temperamental distress. Higher basal vagal tone predicted fewer externalizing problems (β = -.19, p < .05). CONCLUSIONS Early parenting behaviors relate to later behavior and development in preterm infants who are temperamentally prone to distress, and neonatal basal vagal tone predicts subsequent externalizing behaviors. These findings suggest that both biological reactivity and quality of caregiving are important predictors for later outcomes in preterm infants and may be considered as foci for developmental surveillance and interventions.
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Affiliation(s)
- Julie Poehlmann
- Human Development & Family Studies, University of Wisconsin, Madison, WI
| | - Amanda Hane
- Human Development & Family Studies, University of Wisconsin, Madison, WI
| | - Cynthia Burnson
- Human Development & Family Studies, University of Wisconsin, Madison, WI
| | - Sarah Maleck
- Human Development & Family Studies, University of Wisconsin, Madison, WI
| | | | - Prachi E. Shah
- Division of Child Behavioral Health, Department of Pediatrics, University of Michigan, Ann Arbor, MI
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Poehlmann J, Schwichtenberg AM, Hahn E, Miller K, Dilworth-Bart J, Kaplan D, Maleck S. COMPLIANCE, OPPOSITION, AND BEHAVIOR PROBLEMS IN TODDLERS BORN PRETERM OR LOW BIRTHWEIGHT. Infant Ment Health J 2012; 33:34-44. [PMID: 23152647 PMCID: PMC3495325 DOI: 10.1002/imhj.20335] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Although children born preterm or low birth weight (PT LBW) are more likely to exhibit behavior problems compared to children born at term, developmental and family processes associated with these problems are unclear. We examined trajectories of maternal depressive symptoms in relation to toddler compliance and behavior problems in families with PT LBW infants. A total of 177 infants (93 boys, 84 girls) and their mothers enrolled in the study during the infant's NICU stay. Data were collected at five time points across 2 years. Assessments of maternal depressive symptoms were conducted at all time points, and toddler compliance and opposition to maternal requests and behavior problems were assessed at 2 years. Toddlers born earlier with more health problems to mothers whose depressive symptoms increased over time exhibited the most opposition to maternal requests during a cleanup task at 24 months, consistent with multiple risk models. Mothers with elevated depression symptoms reported more behavior problems in their toddlers. The study has implications for family-based early intervention programs seeking to identify PT LBW infants at highest risk for problem behaviors.
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Taanila A, Yliherva A, Kaakinen M, Moilanen I, Ebeling H. An epidemiological study on Finnish school-aged children with learning difficulties and behavioural problems. Int J Circumpolar Health 2011; 70:59-71. [PMID: 21342613 DOI: 10.3402/ijch.v70i1.17799] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
OBJECTIVES To investigate the association between learning difficulties (LDs) and behavioural and emotional problems of 8-year-old children in the Northern Finland Birth Cohort 1986 (n=9432). STUDY DESIGN A cross-sectional study. METHODS Teachers assessed children's behaviour with a Rutter scale (RB2) and assessed their learning with questions about whether a child had difficulties in reading, spelling and mathematics. RESULTS Of the children, 21.4% (n=1774) had 1 or more learning difficulties (LDs): 12.3% (n=1026) had a verbal LD, 3.0% (n=248) a mathematical LD and 6.0% (n=500) a combined LD. For boys with LDs, an adjusted odds ratio of having behavioural problems was 3.1 (95% CI 2.5-4.0) and emotional problems 3.0 (2.0-4.6), and for girls 3.9 (2.6-5.8) and 5.3 (3.6-8.1), respectively. In boys and girls, verbal difficulties were associated with behavioural and emotional problems whereas mathematical difficulties were associated with behavioural problems in boys and with emotional problems in girls. Divorced and reconstructed family types were significant risk factors for LDs and behavioural problems, whereas a lifelong one-parent family type was a risk factor for behavioural problems, but not for LDs. A child's younger age compared to that of classmates, a mother's and a father's low education level and a low family SES were risk factors for having LDs. CONCLUSION More attention should be paid to children whose families are facing adverse circumstances, especially as it affects their preschool education, in order to support their learning and school attendance.
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Affiliation(s)
- Anja Taanila
- Institute of Health Sciences, University of Oulu, 90014 University of Oulu, Finland.
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Poehlmann J, Schwichtenberg AJM, Shlafer RJ, Hahn E, Bianchi JP, Warner R. Emerging self-regulation in toddlers born preterm or low birth weight: differential susceptibility to parenting? Dev Psychopathol 2011; 23:177-93. [PMID: 21262047 PMCID: PMC3292432 DOI: 10.1017/s0954579410000726] [Citation(s) in RCA: 72] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
The differential susceptibility to parenting model was examined in relation to toddler self-regulation in a prospective longitudinal study of infants born preterm or low birth weight. We followed 153 mother-infant dyads across five time points between the infant's Neonatal Intensive Care Unit stay and 24 months postterm. Assessments of infant temperament, quality of early parenting interactions, contextual variables, and toddler effortful control and behavior problems were conducted. Results supported differential susceptibility and dual risk models in addition to documenting main effects of early parenting on children's emerging self-regulation. Our data suggested that preterm or low birth weight infants who were prone to distress or rated by mothers as more difficult were particularly susceptible to the effects of early negative parenting.
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Affiliation(s)
- Julie Poehlmann
- University of Wisconsin-Madison, 1500 Highland Ave, Madison, WI 53705, USA.
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Bayer J, Hiscock H, Scalzo K, Mathers M, McDonald M, Morris A, Birdseye J, Wake M. Systematic review of preventive interventions for children's mental health: what would work in Australian contexts? Aust N Z J Psychiatry 2009; 43:695-710. [PMID: 19629791 DOI: 10.1080/00048670903001893] [Citation(s) in RCA: 65] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
In childhood, mental health problems primarily consist of behaviour and emotional problems. These affect one in every seven children (i.e. 200 000 in Australia). Left untreated, up to 50% of preschool problems continue through the childhood years. Because of their high prevalence, population-based approaches will be needed to reduce their associated burden. The aim of the present study was therefore to identify evidence-based preventive interventions for behavioural and emotional problems of children aged 0-8 years. Randomized controlled trials of preventive interventions for behavioural and emotional problems were located by searching standard clinical databases and systematic reviews. The authors determined which programmes were effective and ineffective, dividing the effective programmes into those with high or low risk of trial bias. Among effective programmes, the most promising for delivery in Australian contexts were identified, selected for their strength of evidence, sample comparability to Australia's population, and programme compatibility with Australia's service system. Around 50 preventive interventions have been evaluated in randomized controlled trials. Most targeted children's behavioural problems, and a few targeted emotional problems. Three US programmes have the best balance of evidence: in infancy, the individual Nurse Home Visitation Programme; at preschool age, the individual Family Check Up; at school age, the Good Behaviour Game class programme. Three parenting programmes in England and Australia are also worthy of highlight: the Incredible Years group format, Triple P individual format, and Parent Education Programme group format. Effective preventive interventions exist primarily for behaviour and, to a lesser extent, emotional problems, and could be disseminated from research to mainstream in Australia, ensuring fidelity to original programmes. Future research should develop programmes targeting emotional problems, and replicate effective programmes for behaviour problems in quality population translation trials. Randomized trial methods in staged roll-outs can determine population cost-benefits for children's mental health without delaying dissemination.
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Affiliation(s)
- Jordana Bayer
- Centre for Community Child Health, Royal Children's Hospital Melbourne, Vic, Australia.
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Thaler V, Urton K, Heine A, Hawelka S, Engl V, Jacobs AM. Different behavioral and eye movement patterns of dyslexic readers with and without attentional deficits during single word reading. Neuropsychologia 2009; 47:2436-45. [PMID: 19383502 DOI: 10.1016/j.neuropsychologia.2009.04.006] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2008] [Revised: 04/07/2009] [Accepted: 04/13/2009] [Indexed: 11/15/2022]
Abstract
Comorbidity of learning disabilities is a very common phenomenon which is intensively studied in genetics, neuropsychology, prevalence studies and causal deficit research. In studies on the behavioral manifestation of learning disabilities, however, comorbidity is often neglected. In the present study, we systematically examined the reading behavior of German-speaking children with dyslexia, of children with attentional problems, of children with comorbid dyslexia and attentional problems and of normally developing children by measuring their reading accuracy, naming latencies and eye movement patterns during single word reading. We manipulated word difficulty by contrasting (1) short vs. long words with (2) either low or high sublexical complexity (indexed by consonant cluster density). Children with dyslexia only (DYS) showed the expected reading fluency impairment of poor readers in regular orthographies but no accuracy problem. In contrast, comorbid children (DYS+AD) had significantly higher error rates than all other groups, but less of a problem with reading fluency than DYS. Concurrently recorded eye movement measures revealed that DYS made the highest number of fixations, but exhibited shorter mean single fixations than DYS+AD. Word length had the strongest effect on dyslexic children, whereas consonant cluster density affected all groups equally. Theoretical implications of these behavioral and eye movement patterns are discussed and the necessity for controlling for comorbid attentional deficits in children with reading deficits is highlighted.
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Affiliation(s)
- Verena Thaler
- Allgemeine und Neurokognitive Psychologie, Fachbereich Erziehungswissenschaften und Psychologie, Freie Universität Berlin, Berlin, Germany.
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