Bayley Scales of Infant and Toddler Development – Third Edition (Bayley-III) is globally recognized method for the assessment of a child neuropsychological development. The using of Bayley-III in Russia is limited due to the lack of adaptation. In this study we used Bayley-III in the series of neuropsychological assessments of 85 healthy Russian children from 4 months to 3 years (280 measurements in total). Results: In the first year of life neuropsychological development of the Russian children was very close to the norms established for the US population except for the slightly higher score on cognitive scale. After the first year of life, Russian children constantly demonstrated higher scores on all scales (cognitive, receptive communication, fine and gross motor) compared to the US norms. except for the similar/lower scores on expressive communication. The revealed features of children's development should be carefully extrapolated to the entire Russian population, taking into account the pilot nature of the study and the limited representativeness of the studied sample. Nevertheless, the present study shows the importance of local adaptation of foreign psychometric instruments, taking into account local linguistic and cultural characteristics, as well as the importance of developing national age norms for the neuropsychic development of children. In general, further studies on larger multicenter samples are needed to clarify the identified patterns and the widespread application of such a psychometric tool as the Bailey-III scales.
Введение. В Российской Федерации (РФ) в настоящее время отсутствует универсальная комплексная методика оценки детского развития. В зарубежной практике в качестве подобного инструмента широко используются шкалы Bayley-III, разработанные американскими учеными. Значительное количество исследовательских групп отмечает необходимость адаптации оригинальных шкал при использовании в новой языковой и социально-культурной среде. Методы. Выполнен перевод оригинального руководства Bayley-III на русский язык; впервые проведена апробация методики в российской популяции путем оценки когнитивного, речевого и моторного развития 163 детей в возрасте 2–11 месяцев; произведено непрямое сравнение полученных средних шкальных баллов нервно-психического развития с показателями детей из оригинальной американской выборки с применением t-критерия Стьюдента. Результаты. Проведена успешная апробация руководства Bayley-III в РФ. Показатели речевого и моторного развития обследованных детей статистически не отличались от оригинальных американских данных (10 баллов). По шкале когнитивного развития были получены более высокие показатели (10,7 баллов против 10; p = 0,003), однако степень этого отличия была мало выражена (размер эффекта Cohen’s d = 0,25). Обсуждение результатов. Показатели нервно-психического развития детей из российской популяции фактически полностью соответствовали нормативным данным оригинальной Bayley-III, что открывает возможности применения инструмента в РФ. Несколько более высокие показатели когнитивного развития у обследованных российских детей в целом не меняют общей картины соответствия оригинальной методике, поскольку размер полученного отличия невелик. Результаты исследования можно экстраполировать на доношенных детей европеоидной расы в возрасте 2–11 месяцев, родители которых имели как минимум среднее образование и средний уровень дохода. Для широкого использования Bayley-III необходима дальнейшая адаптация методики в более крупных и репрезентативных выборках детей из разных регионов РФ с дополнительной оценкой социально-эмоционального развития и адаптивного поведения.
IntroductionThe Bayley Scales of Infant and Toddler Development–third edition (Bayley-III) is one of the most widely used tools for assessing child development, and adapted versions of this instrument have been successfully used in many countries. No comprehensive psychometric studies of the Bayley-III have yet been performed in Russia.Materials and methodsThis psychometric study was part of the longitudinal study conducted by the Ural Federal University in 2016–2020. Within the project, the original Bayley-III manual was translated into Russian and then used in a cohort of 333 infants to assess cognition, expressive/receptive communication, and fine/gross motor skills. For the purpose of psychometric analysis, we selected the data for four age groups of children from the longitudinal study database: 4–6 months (N = 149), 10 months (N = 138), 15 months (N = 151), and 24 months (N = 124). The development scores of the sample children were compared with the original Bayley-III norms in each age strata separately. Reliability and validity of the translated instrument were examined using correlation analysis, tests of internal consistency, and confirmatory factor analysis (CFA).ResultsThe average scaled scores of the examined children were generally comparable with the original (US) Bayley-III norms, with the exception of those older than 1 year, who demonstrated 1.2–1.9 points better performance in cognitive development and gross motor skills and 0.9–2.6 points lower performance in expressive communication. The correlation of both raw and scaled scores between different scales was low to moderate in all age groups (Spearman’s ρ mostly within the range of 0.3–0.6; p < 0.001 for all pairwise correlations). Internal consistency tests confirmed high reliability of the translated instrument (Cronbach’s α = 0.74–0.87, McDonald’s ω = 0.79–0.89). CFA demonstrated a good fit of the three-factor model (cognitive, communicative, and motor components) in all age strata.ConclusionThe Russian version of the Bayley-III proved to be a psychometrically valid and reliable tool for assessing child development, at least in a research context. The development of the examined children was close to the original US norms, with some deviation in cognitive, gross motor, and expressive communication scores mostly in older children, which could be attributed to the biased sample.
Periodic lateralized epileptiform discharges (PLEDs) or lateralized periodic discharges (LPDs) are a well-known variant of pathological EEG activity. However, the mechanisms underpinning the appearance of this pattern are not completely understood. The heterogeneity of the features derived from LPDs patterns, and the wide range of pathological conditions in which they occur, raise a question about the unifying mechanisms underlying these phenomena. This paper reassesses the current opinion surrounding LPDs which considers glutamate excitotoxicity to be the primary pathophysiological basis, and the penumbral region to be the main morphological substrate. Arguments in favour of this hypothesis are presented, with interpretations supported by evidence from recent literature involving clinical and experimental data. Presently, no single hypothesis places considerable emphasis on the pathochemical properties of LPDs, which are implicitly meaningful towards better understanding of the clinical significance of this pattern.
Preterm birth is the leading cause of newborn deaths in almost all countries around the world. Whilst survivors encounter severe motor, cognitive and behavioral impairments during infancy or later in their lives, the studies of the recent years have demonstrated that the social development serving a basis for learning and cognition of the environment in human infants can be severely affected even in normally developing preterm born children (gestational age < 37 weeks). The current article presents a discussion on the behavioral as well as the neuroimaging aspects of the social maturation in preterm and full-term children, depicting complexity of theimpairments and focusing on the involved brain structures. Further, authors perform the design of the longitudinal study of social and non-social perception in early childhood, implemented on the base of the Laboratory for Brain and Neurocognitive Development (Ural Federal University). Keywords: prematurity, social development, early childhood, neurocognitive correlates
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