Indices of Neonatal Prematurity as Discriminators of Development in Middle Childhood

Taub, Harvey B.; Goldstein, Kenneth M.; Caputo, Daniel V.

doi:10.1111/j.1467-8624.1977.tb01235.x

Cited by 9 publications

(9 citation statements)

References 15 publications

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“…Similar results were obtained in recent studies in which prematurely born children (Taub, Goldstein, Caputo 1977) and children who showed transient neonatal symptoms (Mednick 1977) presented more intellectual impairment in middle childhood than normal children. The series of t tests on the 11 I ITPA variables suggested that the QBD children performed especially poorly on visual cognitive tasks.…”

Section: Discussionsupporting

confidence: 87%

“…The series of t tests on the 11 I ITPA variables suggested that the QBD children performed especially poorly on visual cognitive tasks. Similar findings were reported in studies of prematurely born children (Phillips 1968, Taub et al 1977, children with a history of neonatal anoxia or cyanosis (Lievens 1974), and children with learning disabilities subsequent to hospitalization for viral encephalitis (Sabatino & Cramblatt 1969).…”

Section: Discussionsupporting

confidence: 80%

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ITPA Performances of Young Children With and Without Questionable Brain Disorders

Tsushima

Towne

1980

J Learn Disabil

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The Illinois Test of Psycholinguistic Abilities (ITPA) was administered to 15 children with learning difficulties, ranging from 6 through 8 years of age, who had questionable brain disorder as a result of a history of a serious illness or trauma involving possible brain injury. A comparable group of 15 children with learning difficulties but with no such history of possible brain disorder was employed. Results of t tests revealed that the performance of young children with questionable brain disorders was inferior to those of young children with no brain disorder on all 11 ITPA subtests. The effects of brain disorder on visually mediated functions are discussed along with previous similar and conflicting data.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionsupporting

confidence: 80%

ITPA Performances of Young Children With and Without Questionable Brain Disorders

Tsushima

Towne

1980

J Learn Disabil

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“…The current sample is no exception. Some investigators speculate that the deficit in visual-motor integration is based on either subtle brain dysfunction or a limitation of brain cell growth to which the visual system may be particularly susceptible (Taub, Goldstein, & Caputo, 1977).…”

Section: Discussionmentioning

confidence: 99%

Pre-Academic Skill Development in Children Who Were Full-Term Low-Birthweight Infants: Pilot Data

Tomchek

Lane

Ottenbacher³

1997

The Occupational Therapy Journal of Research

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This investigation finds a small sample ofchildren who were full-term low-birthweight infants to be at riskfor preacademic developmental difficulties during their preschool years. Abstract This investigation assessed pre-academic skill petformance in19 preschoolaged children with no significant disability who had been full-term lowbirthweight infants. Subjects were drawn from a 1988 cohort of intensivecare nursery graduates. Mean birthweight was 2239g, and mean gestational age was 36.7 weeks. The Miller Assessment for Preschoolers (MAP) was used to measure pre-academic skill development. The MAP scores include a total score and five index scores: foundations, coordination, verbal, nonverbal, and complex tasks. Percentile scores derived from MAP testing were

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“…Throughout the years, evidence has accumulated that, as a group, infants born prematurely are at higher risk than full-term infants for a host of handicaps-physical, emotional, social, and cognitive (e.g., Drillien, Thompson, & Burgoyne, 1980;Fitzhardinge & Ramsey, 1973;Frances-Williams & Davies, 1974;Hunt, 1981;Rubin, Rosenblatt, & Balow, 1973;Taub, Goldstein, & Caputo, 1977). Although improved early medical management has resulted in a sharp reduction in neonatal mortality and many forms of morbidity, deficits in cognitive functioning still persist as a major problem.…”

mentioning

confidence: 99%

Visual Recognition Memory: A Predictor of Later Cognitive Functioning in Preterms

Rose¹,

Wallace²

1985

Child Development

102

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A number of preterms who had participated in a study of visual recognition memory when they were 6 months of age were seen at older ages to assess the predictive validity of the early visual measures for cognitive outcome. The Bayley scales were administered at 6, 12, and 24 months, the Stanford-Binet at 34 and 40 months, and the WISC-R at 6 years. Novelty scores, which reflect the relative amount of time infants look at new compared to familiar stimuli, constituted the measure of infant visual processing. These scores, obtained by averaging over performance on the 3 or 4 problems administered at 6 months of age, were consistently and significantly related to cognitive measures from 24 months to 6 years, with correlations ranging from r = .53 to r = .66. Parental education, which was unrelated to novelty scores, bore a strong relationship to outcome beginning at 24 months. Although both measures contributed uniquely to the variance in cognitive outcome at 24 months and 6 years, visual novelty scores made a stronger contribution than did parental education. Neither 6- nor 12-month Bayley scores, nor various perinatal variables, were related to outcome.

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Indices of Neonatal Prematurity as Discriminators of Development in Middle Childhood

Cited by 9 publications

References 15 publications

ITPA Performances of Young Children With and Without Questionable Brain Disorders

ITPA Performances of Young Children With and Without Questionable Brain Disorders

Pre-Academic Skill Development in Children Who Were Full-Term Low-Birthweight Infants: Pilot Data

Visual Recognition Memory: A Predictor of Later Cognitive Functioning in Preterms

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