Educational Outcomes in Extremely Preterm Children: Neuropsychological Correlates and Predictors of Attainment

Johnson, Samantha; Wolke, Dieter; Hennessy, Enid; Marlow, Neil

doi:10.1080/87565641.2011.540541

Cited by 209 publications

(226 citation statements)

References 92 publications

Supporting

Mentioning

191

Contrasting

Unclassified

Order By: Relevance

“…To our knowledge, our study is the first to examine growth after late-preterm birth in relation to any of these outcomes. These results are mainly in line with most -but not all (23-25) -previous studies, which suggest that faster growth soon after being born very-preterm (9-12,36), early-preterm (13), preterm (14), or preterm with extremely low (15-18) or very low (9,10,19-22) birth weight may benefit neurodevelopment (9-22) and academic achievement (11,12,14,17,36), but not so much mental health (14,17,25,35). This study also supports the notion that mechanisms underlying preterm birth and neurocognitive vulnerability are at least partly different from those underlying preterm birth and mental health risk (37).…”

Section: Discussionsupporting

confidence: 88%

Growth after late-preterm birth and adult cognitive, academic, and mental health outcomes

et al. 2017

Self Cite

View full text Add to dashboard Cite

show abstract

Section: Discussionsupporting

confidence: 88%

Growth after late-preterm birth and adult cognitive, academic, and mental health outcomes

et al. 2017

Self Cite

View full text Add to dashboard Cite

show abstract

“…One of these classmates was then randomly selected to participate. If consent was not received for the first child, one of the remaining children was randomly selected until a matched control participant was identified using standard procedures (37). We were unable to recruit some controls due to teachers being unable to identify a child meeting the inclusion criteria or due to lack of access to the very preterm child's school.…”

Section: Participantsmentioning

confidence: 99%

Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia

et al. 2014

Self Cite

View full text Add to dashboard Cite

“…The educational sequelae of preterm birth are well documented. [19][20][21] Significant differences in TAAS scores between preterm and term-born children demonstrate excellent discriminative validity and provide evidence for use of the TAAS in both clinical and non-clinical populations. Furthermore, the magnitude of the differences observed in TAAS scores (1.5SD) were consistent with group differences observed on standardized ability and achievement tests in extremely preterm cohorts.…”

mentioning

confidence: 96%

Assessing educational outcomes in middle childhood: validation of the Teacher Academic Attainment Scale

Johnson

Marlow

Wolke

2012

Develop Med Child Neuro

Self Cite

View full text Add to dashboard Cite

SEN Special educational needs TAAS Teacher Academic Attainment Scale WIAT-II Wechsler Individual Achievement Test, 2nd (UK) editionAIM Assessing educational outcomes in high-risk populations is crucial for defining long-term outcomes. As standardized tests are costly and time-consuming, we assessed the use of the Teacher Academic Attainment Scale (TAAS) as an outcome measure.METHOD Three hundred and forty three children in mainstream schools aged 10 to 11 years (144 males, 199 females; 190 extremely preterm and 153 term; mean age 10y 9mo, SD 5.5mo, range 9y 8mo-12y 3mo) were assessed using the reading and mathematics scales of the criterion standard Wechsler Individual Achievement Test, 2nd (UK) edition (WIAT-II). Class teachers completed the TAAS, a seven-item questionnaire for assessing academic attainment. The TAAS was also completed at 6 years of age for 266 children.RESULTS Cronbach's alpha 0.95 indicated excellent internal consistency, and the correlation between TAAS scores at 6 and 11 years indicated good test-retest reliability (r=0.77, p<0.001). Significantly higher TAAS scores for term vs preterm children demonstrated discriminative validity. TAAS scores at 6 and 11 years were significantly correlated with WIAT-II reading (r=0.69 and 0.75, p<0.001) and mathematics (r=0.75 and 0.82, p<0.001) scores, demonstrating good predictive and concurrent validity respectively. TAAS scores of <2.5 were good predictors of learning difficulties. INTERPRETATIONThe TAAS is a brief, psychometrically sound teacher-report of academic attainment that yields continuous and categorical outcomes. It provides a cost-and time-efficient outcome measure for large-scale studies.Longitudinal studies of high-risk populations have shown that early insult to the developing brain can have major consequences that persist far beyond the initial period of recovery. Even in the absence of neurosensory disabilities, infants may be at risk of more subtle residual impairments that impact upon school performance. The adverse effects of perinatal illness on educational outcomes have been documented for a range of high-risk populations including infants who required surgery, 1 those with neonatal encephalopathy, 2 meningitis in infancy, 3 and children born preterm 4,5 or small for gestational age. 6 Quantifying scholastic performance is crucial for assessing the spectrum of long-term outcomes in epidemiological and cohort studies. Formal norm-referenced tests of academic attainment are frequently used as outcome measures but require administration by qualified examiners, are costly and time consuming, and are often difficult to implement in largescale investigations. Furthermore, cross-cultural studies often necessitate the use of different language-and curriculumspecific outcome measures, making international comparisons problematic, both conceptually and statistically.Teachers are well placed to comment on a child's school performance, and previous studies have shown that they are able to provide accurate judgements of attainment compared wit...

show abstract

Educational Outcomes in Extremely Preterm Children: Neuropsychological Correlates and Predictors of Attainment

Cited by 209 publications

References 92 publications

Growth after late-preterm birth and adult cognitive, academic, and mental health outcomes

Growth after late-preterm birth and adult cognitive, academic, and mental health outcomes

Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia

Assessing educational outcomes in middle childhood: validation of the Teacher Academic Attainment Scale

Contact Info

Product

Resources

About