General measures of cognition for the preschool child

Lichtenberger, Elizabeth O.

doi:10.1002/mrdd.20076

Cited by 50 publications

(34 citation statements)

References 7 publications

(7 reference statements)

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“…In addition, these children should be referred for a school-based psychoeducational evaluation to determine the need for school-based supports and services. 32,33 There are some potential explanations for the pattern of development observed in late preterm infants from 9 months to kindergarten. Compared with infants born full term, the late preterm brain manifests neurodevelopmental immaturity, characterized by lower brain volume and less differentiated patterns of myelination and neural connectivity.…”

Section: Figurementioning

confidence: 99%

Developmental Outcomes of Late Preterm Infants From Infancy to Kindergarten

Shah

Kaciroti²,

Richards³

et al. 2016

Pediatrics

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To compare developmental outcomes of late preterm infants (34-36 weeks' gestation) with infants born at early term (37-38 weeks' gestation) and term (39-41 weeks' gestation), from infancy through kindergarten. METHODS:Sample included 1000 late preterm, 1800 early term, and 3200 term infants ascertained from the Early Childhood Longitudinal Study, Birth Cohort. Direct assessments of development were performed at 9 and 24 months by using the Bayley Short FormResearch Edition T-scores and at preschool and kindergarten using the Early Childhood Longitudinal Study, Birth Cohort reading and mathematics θ scores. Maternal and infant characteristics were obtained from birth certificate data and parent questionnaires. After controlling for covariates, we compared mean developmental outcomes between late preterm and full-term groups in serial cross-sectional analyses at each timepoint using multilinear regression, with pairwise comparisons testing for group differences by gestational age categories. RESULTS:With covariates controlled at all timepoints, at 9 months late preterm infants demonstrated less optimal developmental outcomes (T = 47.31) compared with infants born early term (T = 49.12) and term (T = 50.09) (P < .0001). This association was not seen at 24 months, (P = .66) but reemerged at preschool. Late preterm infants demonstrated less optimal scores in preschool reading (P = .0006), preschool mathematics (P = .0014), and kindergarten reading (P = .0007) compared with infants born at term gestation. CONCLUSIONS:Although late preterm infants demonstrate comparable developmental outcomes to full-term infants (early term and full-term gestation) at 24 months, they demonstrate less optimal reading outcomes at preschool and kindergarten timepoints. Ongoing developmental surveillance for late preterm infants is warranted into preschool and kindergarten.

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Section: Figurementioning

confidence: 99%

Developmental Outcomes of Late Preterm Infants From Infancy to Kindergarten

Shah

Kaciroti²,

Richards³

et al. 2016

Pediatrics

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“…We calculated Full Scale IQ (FS-IQ), General Language Composite or Verbal IQ (V-IQ), Performance IQ (P-IQ) and Processing Speed Quotient. 10 A score of <2SD of the normative mean is defined as abnormal. The WISC-IV additionally offers a Working Memory Index.…”

Section: Developmental Evaluationsmentioning

confidence: 99%

Long-term developmental outcome of children with a fetal diagnosis of isolated inferior vermian hypoplasia

Tarui

Limperopoulos

Sullivan

et al. 2013

Arch Dis Child Fetal Neonatal Ed

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Objectives Isolated inferior vermian hypoplasia (iiVH) is one of the most common fetal cerebellar anomalies presenting for fetal neurological counselling with controversial postnatal neurodevelopmental outcome. In the present study, we characterised the long-term neurodevelopmental outcome of prenatally diagnosed iiVH at school age. Design and patients We prospectively followed 20 children with fetal MRI diagnosis of iiVH including their postnatal MRI result and developmental outcome at school age (mean 6.1 years±1.9 years SD) using a comprehensive age-appropriate developmental testing battery, which encompassed cognitive, language, social and behavioural domains. Parental stress level and socioeconomic status were also evaluated. Results All children with postnatally confirmed iiVH had a normal neurodevelopmental outcome. A subgroup of children (2/20) who demonstrated cognitive delays and behavioural impairments had more extensive cerebellar malformation. Despite a normal developmental outcome, the parents of children with postnatally confirmed iiVH had higher parental stress compared with those parents whose children had normal postnatal MRI. Conclusions Children with postnatally confirmed iiVH show age appropriate functioning at school age. Postnatal MRI is important to confirm the diagnosis of iiVH and to exclude associated anomalies that impact neurodevelopmental outcome. A diagnosis of iiVH is associated with persistent elevated parental stress despite normal developmental outcomes in these children suggesting the need for ongoing parental support.

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“…Criteria recommended by the above author included: (1) (Lichtenberger, 2005). Test developers also must provide evidence of acceptable validity (i.e., predictive, construct, and concurrent) at the preschool level so psychologists can make informed decisions as to whether the test is appropriate for the desired age group (Bracken, 1987).…”

Section: Stanford Binet 4 Th Edition (Sb-iv) Wechsler Preschool Andmentioning

confidence: 99%

Profile analysis of the Kaufman Assessment Battery for Children, Second Edition, with African American and Caucasian preschool children

Dale

McIntosh

Ward

et al. 2011

Psychology in the Schools

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This study used profile analysis to investigate the interpretability of the Kaufman Assessment Battery for Children, Second Edition (KABC‐II), in terms of the Cattell‐Horn‐Carroll (CHC) theory among ethnically diverse preschool children. Forty‐nine African American and 49 Caucasian preschool children from a Midwestern city were included in the study and were matched for age, sex, and level of parental education. The profile analysis examining CHC broad abilities showed that the African American and Caucasian preschool children had similar patterns of highs and lows and performed at the same level with no significant difference between the two groups in their overall mean IQ. Profile analysis of the KABC‐II subtests found that although the African American and Caucasian groups performed overall at a similar level, they did not show the same pattern of highs and lows in subtest performance. Specifically, Caucasian preschoolers scored significantly higher than their African American counterparts on the Expressive Vocabulary subtest. Overall, the two groups displayed remarkably similar performance on the KABC‐II. © 2011 Wiley Periodicals, Inc.

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General measures of cognition for the preschool child

Cited by 50 publications

References 7 publications

Developmental Outcomes of Late Preterm Infants From Infancy to Kindergarten

Developmental Outcomes of Late Preterm Infants From Infancy to Kindergarten

Long-term developmental outcome of children with a fetal diagnosis of isolated inferior vermian hypoplasia

Profile analysis of the Kaufman Assessment Battery for Children, Second Edition, with African American and Caucasian preschool children

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