Disparities in the prevalence of cognitive delay: how early do they appear?

Hillemeier, Marianne M.; Farkas, George; Morgan, Paul L.; Martin, Molly A.; Maczuga, Steve

doi:10.1111/j.1365-3016.2008.01006.x

Cited by 53 publications

(44 citation statements)

References 59 publications

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“…Unlike Boardman et al, who found that reading gaps do not grow and may even converge over time (see also Hillemeier et al, 2009), we found marginal evidence that gaps continue to increase through age 14. Our results could differ because Boardman and colleagues used percentile scores, which are by definition bounded (i.e., ceiling and floor) so that change over time within age groups was concealed by regression to the mean.…”

Section: Discussioncontrasting

confidence: 99%

Birth weight, cognitive development, and life chances: A comparison of siblings from childhood into early adulthood

Cheadle

Goosby

2010

Social Science Research

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Using data from the National Longitudinal Survey of Youth Child Sample (CNLSY79), we sought to elaborate the complex interplay between childhood health and educational development over the early life course. Our approach made use of sibling comparisons to estimate the relationship between birth weight, cognitive development, and timely high school completion in models that spanned childhood, adolescence, and into early adulthood. Our findings indicated that lower birth weight, even after adjusting for fixed-family characteristics and aspects of the home environment that varied between siblings, was associated with decreased cognitive skills at age 5 and marginally significantly slower growth rates into adolescence. In addition, low birth weight increased the risk of not graduating by age 19, although this relationship reflected differences in cognitive development. Additional moderation analyses provided no evidence that birth weight effects are exacerbated by social conditions. Overall, the pattern of findings painted a complex picture of disadvantage, beginning in the womb and presumably via educational attainment, extending over the life course.

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Section: Discussioncontrasting

confidence: 99%

Birth weight, cognitive development, and life chances: A comparison of siblings from childhood into early adulthood

Cheadle

Goosby

2010

Social Science Research

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“…These studies showed inconsistent results, with some studies finding poorer outcomes for moderately preterm children,4–9 while others found no differences 4 5 7 10–12. The inconsistencies in these findings are most likely a result of the use of age correction for prematurity or not.…”

Section: Introductionmentioning

confidence: 99%

Behaviour and development in 24-month-old moderately preterm toddlers

et al. 2015

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“…Consistent with previous research, [25][26][27] we considered falling within the lowest 10th percentile of age-normed scores at either time point to indicate CD. Following Witt et al, 28 children were further classified as "ever" having CD and as having "resolved," "newly developed," or "persistent" CD.…”

Section: Cognitive Delaymentioning

confidence: 98%

Cognitive Delay and Behavior Problems Prior to School Age

2014

PEDIATRICS

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WHAT'S KNOWN ON THIS SUBJECT: Children with cognitive delay have been shown to have more behavior problems than typically developing children; however, few studies have investigated this relationship over time or among very young children. WHAT THIS STUDY ADDS:Our findings provide some of the first national, prospective evidence that having a cognitive delay may place children at risk for developing and maintaining behavior problems before school age. Early identification and intervention may improve outcomes for these children. abstract OBJECTIVE: To investigate the relationship between cognitive delay (CD) and behavior problems between ages 9 months and 5 years, while adjusting for covariates related to CD. METHODS: Data were from 4 waves of the Early Childhood LongitudinalStudy, Birth Cohort (n = 8000). Children were classified as typically developing (TD) or as having resolved, newly developed, or persistent CD between 9 and 24 months, based on scores from the Bayley Short Form-Research Edition below or above the 10th percentile. Child behavior was measured by using the Infant/Toddler Symptom Checklist (ages 9 and 24 months) and the Preschool and Kindergarten Behavior Scales (ages 4 and 5 years); children in the top 10th percentile were considered to have a behavior problem. Hierarchical linear modeling estimated the effect of CD status on children' s behavioral trajectories, adjusted for confounders.RESULTS: CD resolved for 80.3% of children between 9 and 24 months. Behavior problems at 24 months were detected in 19.3%, 21.8%, and 35.5% of children with resolved, newly developed, and persistent CD, respectively, versus 13.0% of TD children. Behavior problems increased among children with CD over time, and more so among children with persistent CD. By age 5, children with persistent CD had behavior scores moderately (0.59 SD) higher than TD children.CONCLUSIONS: Behavior problems among children with CD are slightly higher at 9 months, clearly evident by 24 months, and increase as children move toward school age. Efforts to promote the earliest identification, evaluation, and service referral may be necessary to improve outcomes for these children. Pediatrics 2014;134:e749-e757 AUTHORS:

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Disparities in the prevalence of cognitive delay: how early do they appear?

Cited by 53 publications

References 59 publications

Birth weight, cognitive development, and life chances: A comparison of siblings from childhood into early adulthood

Birth weight, cognitive development, and life chances: A comparison of siblings from childhood into early adulthood

Behaviour and development in 24-month-old moderately preterm toddlers

Cognitive Delay and Behavior Problems Prior to School Age

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