Brief Report: Cognitive and Psychomotor Development of Infants With Orofacial Clefts

Speltz, Matthew L.; Endriga, Marya C.; Hill, Susann; Maris, Catherine L.; Jones, Ken; Omnell, M L

doi:10.1093/jpepsy/25.3.185

Cited by 77 publications

(57 citation statements)

References 7 publications

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“…Regardless of the origins of academic differences, our findings of prominent group differences beginning in the second grade support previous recommendations [23][24][25] for routine, early screening of children with oral clefts, ideally before school entry, allowing for intervention when it is most likely to be effective, which is consistent with recent proposals and implementation of universal screening through "Response to Intervention" school programs. 26 Screening would ideally involve collaborations between schools and craniofacial teams, typically staffed by psychologists and other health care providers who could conduct screening, because nearly all children with clefts are seen by such teams in early childhood.…”

Section: Discussionsupporting

confidence: 89%

Academic Achievement of Children and Adolescents With Oral Clefts

Wehby

Collet

Barron³

et al. 2014

Pediatrics

129

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WHAT'S KNOWN ON THIS SUBJECT: Previous studies that reported learning deficits among children with oral clefts mostly used small, clinic-based samples prone to ascertainment bias. No previous studies in the United States have used a populationbased sample and direct testing of academic achievement. WHAT THIS STUDY ADDS:Using a large population-based sample from the United States and standardized school tests for achievement, we found that children with oral clefts scored significantly lower than their classmates on all evaluated domains of achievement and had higher rates of learning disability. abstract BACKGROUND AND OBJECTIVE: Previous studies of academic achievement of children with oral clefts have mostly relied on small, clinicbased samples prone to ascertainment bias. In the first study in the United States to use a population-based sample with direct assessment, we evaluated the academic achievement of children with oral clefts relative to their classmates. METHODS:Children born with isolated oral clefts in Iowa from 1983 to 2003 were identified from the Iowa Registry for Congenital and Inherited Disorders and matched to unaffected classmates by gender, school/school district, and month and year of birth. Academic achievement was assessed by using standardized tests of academic progress developed by the Iowa Testing Programs. Iowa Testing Programs data were linked to birth certificates for all children. Regression models controlled for household demographic and socioeconomic factors. The analytical sample included 588 children with clefts contributing 3735 child-grade observations and 1874 classmates contributing 13 159 child-grade observations. RESULTS: Children with oral clefts had lower scores than their classmates across all domains and school levels, with a 5-percentile difference in the overall composite score. Children with clefts were approximately one-half grade level behind their classmates and had higher rates of academic underachievement and use of special education services by 8 percentage points. Group differences were slightly lower but remained large and significant after adjusting for many background characteristics.CONCLUSIONS: Children with oral clefts underperformed across all academic areas and grade levels compared with their classmates. The results support a model of early testing and intervention among affected children to identify and reduce academic deficits. Pediatrics 2014;133:785-792

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Section: Discussionsupporting

confidence: 89%

Academic Achievement of Children and Adolescents With Oral Clefts

Wehby

Collet

Barron³

et al. 2014

Pediatrics

129

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“…Representation of the groups according to the classification of the Boston Naming Test be vulnerable to this interference regarding the quality of lexical repertoires 7 . Lack of adequate stimulation or living in culturally disadvantaged environments may justify the quality of the repertoire below the expected range for age, in groups with and without cleft 8,21,23 .…”

Section: Discussionmentioning

confidence: 99%

“…The minority of the participants in both, G1 and G2 presented superior classification (G1 = 1.7, G2 = 3.3%) and average for (G1 = 15%, G2 = 8.3%). same standard of performance in cognitive tasks involving the most varied functions, such as sustained attention, visual processing speed and visuospatial perception 13,21 , is not ensured.…”

Section: Bnt-boston Naming Testmentioning

confidence: 99%

Desempenho cognitivo-linguístico de crianças com fissura labiopalatina em fase de aquisição da leitura e escrita

2017

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Purpose: to identify the cognitive-linguistic skills necessary for children with cleft lip and palate, in order to learn how to read and write. Methods: 120 children, with 5 and 6 years old, attending Kindergarten II and 1st grade of primary school, were divided into two groups: G1, consisting of 60 children with cleft lip and palate, and G2, with 60 children without developmental alterations. The Raven Colored Progressive Matrices, the Phonological Skills Profile and the Boston Naming Test were employed. Results: comparing the performances of the groups, there was statistical difference in intellectual functions, indicating loss in cognitive abilities of G1 (p = 0.019). The cognitive-linguistic skills were classified as "Under Attention" for both groups, and discrepancy in G1 was more representative, with 66.7%. Conclusion: the language skills necessary for reading and writing acquisition proved to be deficient in the cleft lip and palate population, presenting levels of cognitive performance lower than expected for the age and education in most of the modalities evaluated. Limiting environmental factors and low socio-cultural status of the sample were suggestive of additional interference to the acquisition of cognitive-linguistic pre-skills necessary for satisfactory performance of the academic tasks, such as reading and writing. Therefore, this study aimed to identify the cognitivelinguistic skills necessary for children with cleft lip and palate to learn how to read and write. METHODSInitially, ethical research procedures were adopted according to the National Council of Health CNS466 / 2012, approval n° 517168 by the Ethics Committee on Human Research of the Craniofacial Anomalies Rehabilitation Hospital HRAC / USP, and subsequent signature of the Informed Consent by the participants of the study.The sample consisted of 120 participants, both genders, aged between 5 years and 6 years and 11 months, attending kindergarten II and the 1st grade of elementary public schools in a town in the interior of São Paulo State, forming two groups: G1, comprising 60 participants with cleft lip and palate, 23, with pre-foramen type, 13, post-foramen and 24, transforamen; and G2, comprising 60 participants without craniofacial abnormalities or other alterations in development, as the comparison group. For inclusion criteria, participants of G1 had to be enrolled in the rehabilitation hospital where the research was conducted; and G2, had to be enrolled in the public school. Both groups should be aged as required and should have signed the consent for spontaneous participation in the research. Children diagnosed with neurological, psychiatric, sensory or syndrome alterations, limited to instrumentation, were excluded of the study.For intellectual resources evaluation, the psychometric standardized test Raven´s Colored Progressive Matrices -Especial Scale 15 was employed, consisting of three sets of 12 items: A, Ab and B, arranged in an ascending degree of difficulty. The interpretation of results followed the norma...

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“…Over time, feeding cues became increasingly clear for all groups. Although no significant group differences emerged in maternal scores on the NCAFS Sensitivity to Cues scale, this variable proved to be an important predictor of other outcomes, such as security of child attachment (Endriga et al, 1998) and cognitive-developmental outcomes (Collett et al, 2006a;Speltz et al, 2000). Using weightfor-height measures at 3 and 12 months, physical growth for children with CLP and CPO was compared with growth rates established in the commonly used pediatric growth charts from the Centers for Disease Control and Prevention (Coy, Speltz, Jones, Hill, & Omnell, 2000).…”

Section: Feeding and Physical Growthmentioning

confidence: 99%

Social-Emotional Development of Infants and Young Children With Orofacial Clefts

Collett

Speltz

2006

Infants & Young Children

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Children with orofacial clefts are believed to have distinctly elevated risk for a variety of adverse social-emotional outcomes including behavior problems, poor self-concept, and parent-child relationship difficulties. This assumption has been based primarily on theories of facial appearance and social bias, a handful of empirical studies, and clinical impressions. Studies of these children have been limited by methodological problems such as diagnostic heterogeneity, ascertainment bias, and absent or poorly matched control groups. In an attempt to address at least some of these methodological problems, the longitudinal research described in this article examined the developmental course of infants with unilateral cleft lip & palate (CLP) and cleft palate only (CPO). We followed these infants to age 7, with ongoing comparisons to a demographically matched group of typical children. Outcome measures targeted child attachment, maternal/child interaction during feeding and teaching tasks, parent satisfaction with surgical outcomes, parent and teacher behavior rating scales, and child self-concept and behavioral adaptation. Although our findings have provided limited support for the hypothesis that infants and young children with CLP/CPO are at greater risk for social-emotional problems than their peers, we have found that among infants with clefts, early assessment can predict subsequent social-emotional outcomes. In this article, we review theory and data in this area of study, summarize our longitudinal findings, describe our success and failures with respect to methodological rigor, and discuss emerging research and areas for further inquiry.

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Brief Report: Cognitive and Psychomotor Development of Infants With Orofacial Clefts

Abstract: Infants with clefts show relative deficits in cognitive and psychomotor development. Cognitive deficits are apparent in nonverbal as well as verbal areas of performance.

Cited by 77 publications

References 7 publications

Academic Achievement of Children and Adolescents With Oral Clefts

Academic Achievement of Children and Adolescents With Oral Clefts

Desempenho cognitivo-linguístico de crianças com fissura labiopalatina em fase de aquisição da leitura e escrita

Social-Emotional Development of Infants and Young Children With Orofacial Clefts

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