Commentary response: Handling long-term attrition in randomised controlled field trials: novel approaches by BEIP and a response to McCall (2011)

Almas, Alisa N.; Degnan, Kathryn A.; Nelson, Charles A.; Zeanah, Charles H.

doi:10.1111/j.1469-7610.2011.02449.x

Cited by 3 publications

(1 citation statement)

References 4 publications

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“…This has been shown both by group comparisons (e.g. children left in an institution versus those provided with good quality fostering -see Fox, Almas, Degnan, Nelson, and Zeanah (2011), and by within-individual change over time in children who leave institutional care to move to an adoptive home. Another example is nonmaternal care.…”

Section: Features Associated With Resiliencementioning

confidence: 99%

Annual Research Review: Resilience – clinical implications

Rutter¹

2012

Child Psychology Psychiatry

452

390

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Section: Features Associated With Resiliencementioning

confidence: 99%

Annual Research Review: Resilience – clinical implications

Rutter¹

2012

Child Psychology Psychiatry

452

390

View full text Add to dashboard Cite

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Cognitive Development and Social-Emotional Functioning in Young Foster Children: A Follow-up Study from 2 to 3 Years of Age

Jacobsen

Moe

Ivarsson

et al. 2013

Child Psychiatry Hum Dev

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Foster children (FC) are at risk of delayed development relative to their peers due to early caregiver disruptions and adverse experiences prior to placement. Descriptive analyses and linear mixed effects (LME models) were used to analyse the cognitive development and social-emotional functioning of 60 FC and 42 comparison children (CC) at 2 (T1) and 3 years (T2). Changes in group differences between T1 and T2 were examined, and significant group differences occurred on all cognitive scales, with the FC obtaining lower scores than the CC. An analysis of social-emotional functioning revealed significantly more externalising, dysregulation behaviour and poorer competencies among the FC, which exhibited significantly better cognitive abilities and competencies at T2 than T1, with the exception of receptive language. The FC did not demonstrate more negative social-emotional behaviour at T2 (apart from more internalisation behaviour), but failed to catch up with the CC. Young foster children need screening and support to improve their developmental potential.

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The cognitive development and school achievement of adopted adolescents: The Greek “Metera” study

Vorria

Ntouma

Rutter

2014

European Journal of Developmental Psychology

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The cognitive development and school performance of 52 adopted adolescents, who spent their first two years of life in "Metera" Babies Center in Athens, Greece, were compared with those of 36 who were brought up in their biological families. Adopted adolescents had significantly lower cognitive development and school performance scores than their comparisons, although within the average range according to general population norms. The higher maternal education in the adoptive mothers was associated with higher cognitive scores in adolescence.

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Commentary response: Handling long-term attrition in randomised controlled field trials: novel approaches by BEIP and a response to McCall (2011)

Cited by 3 publications

References 4 publications

Annual Research Review: Resilience – clinical implications

Annual Research Review: Resilience – clinical implications

Cognitive Development and Social-Emotional Functioning in Young Foster Children: A Follow-up Study from 2 to 3 Years of Age

The cognitive development and school achievement of adopted adolescents: The Greek “Metera” study

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