Neuropsychological Functioning in Children with Non-Syndromic Cleft of the Lip and/or Palate

Conrad, Amy L.; Richman, Lynn C.; Nopoulos, Peg; Dailey, Scott

doi:10.1080/09297040802691120

Cited by 54 publications

(83 citation statements)

References 31 publications

(31 reference statements)

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“…This is in good agreement with the results, among others, of Conrad et al (2009), in whose study, children with CP had lower scoresin language skills than the control group, and their verbal skills were worse than their nonverbal skills. Analyzing the scores of the subjects in those tests, the authors pointed not only to the skills that are necessary for solving specific tasks, but also to the ability to communicate responses.…”

Section: Discussionsupporting

confidence: 81%

Metaphor Comprehension and Interpretation in Cleft Palate Children Aged 6–9

Konopka

Pisula

Łojek

et al. 2017

Psychology of Language and Communication

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The level of metaphor comprehension and interpretation was investigated in a sample of children with cleft palate (CP), aged 6;0-8;11, and healthy controls matched with age, sex, socioeconomic status, and IQ level. The Wechsler Intelligence Scale for Children -Revised (WISC-R) was used to evaluate the children's cognitive functioning, and the metaphor tests from a modified version of the Right Hemisphere Language Battery -Polish version (RHLB-PL) were used to assess comprehension of figurative language. The CP and control groups differed significantly in Verbal IQ values and in performance in the Vocabulary test, Comprehension test, Picture Metaphor Explanation test, and Written Metaphor Explanation test. In both metaphor explanation tests, children with CP gave fewer responses than controls. The results suggest no differences between children with CP and controls in understanding figurative language, although they point to weaker performance in communicating responses and producing statements in the CP children group.

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Section: Discussionsupporting

confidence: 81%

Metaphor Comprehension and Interpretation in Cleft Palate Children Aged 6–9

Konopka

Pisula

Łojek

et al. 2017

Psychology of Language and Communication

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“…[18][19][20] With respect to areas of academic functioning, group differences were equivalent across domains, including those with greater and lesser degrees of verbal mediation (eg, Reading versus Mathematics). This finding may reflect the fact that the specific verbal impairments found in children with clefts (eg, rapid naming and verbal memory 10,12 ) are not directly captured by tests such as the ITBS/ITED, which focus on vocabulary and reading comprehension. Nevertheless, our findings suggest that reading and language are not the only academic vulnerabilities for children with clefts.…”

Section: Discussionmentioning

confidence: 90%

“…Previous studies of neurodevelopmental and academic functioning in children with oral clefts have generated 3 distinct impressions with which our findings can be compared: (1) children with oral clefts have shown greater difficulty in reading and language than in other areas 8,12 ; (2) among cleft types, neurodevelopmental outcomes are poorer for those with CP or CLP than CL 6 ; and (3) individuals with clefts have much higher rates of "learning disability" than classmates, 10,17 more than a twofold increase over the population-based estimate of ∼20%. [18][19][20] With respect to areas of academic functioning, group differences were equivalent across domains, including those with greater and lesser degrees of verbal mediation (eg, Reading versus Mathematics).…”

Section: Discussionmentioning

confidence: 99%

“…6 This work focused primarily on reading and, although there are exceptions, 7 most studies reported that affected children score lower than expected compared with test norms and unaffected controls. [8][9][10][11][12] However, population-based investigations are rare, and most studies have included small, clinicbased patient samples. The only 2 existing population-based studies relied on indirect measures of academic performance, including classroom grades and graduation rates from compulsory schools in Sweden 13 and frequency of special education placement in Atlanta, Georgia.…”

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confidence: 99%

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Academic Achievement of Children and Adolescents With Oral Clefts

Wehby

Collet

Barron³

et al. 2014

Pediatrics

129

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WHAT'S KNOWN ON THIS SUBJECT: Previous studies that reported learning deficits among children with oral clefts mostly used small, clinic-based samples prone to ascertainment bias. No previous studies in the United States have used a populationbased sample and direct testing of academic achievement. WHAT THIS STUDY ADDS:Using a large population-based sample from the United States and standardized school tests for achievement, we found that children with oral clefts scored significantly lower than their classmates on all evaluated domains of achievement and had higher rates of learning disability. abstract BACKGROUND AND OBJECTIVE: Previous studies of academic achievement of children with oral clefts have mostly relied on small, clinicbased samples prone to ascertainment bias. In the first study in the United States to use a population-based sample with direct assessment, we evaluated the academic achievement of children with oral clefts relative to their classmates. METHODS:Children born with isolated oral clefts in Iowa from 1983 to 2003 were identified from the Iowa Registry for Congenital and Inherited Disorders and matched to unaffected classmates by gender, school/school district, and month and year of birth. Academic achievement was assessed by using standardized tests of academic progress developed by the Iowa Testing Programs. Iowa Testing Programs data were linked to birth certificates for all children. Regression models controlled for household demographic and socioeconomic factors. The analytical sample included 588 children with clefts contributing 3735 child-grade observations and 1874 classmates contributing 13 159 child-grade observations. RESULTS: Children with oral clefts had lower scores than their classmates across all domains and school levels, with a 5-percentile difference in the overall composite score. Children with clefts were approximately one-half grade level behind their classmates and had higher rates of academic underachievement and use of special education services by 8 percentage points. Group differences were slightly lower but remained large and significant after adjusting for many background characteristics.CONCLUSIONS: Children with oral clefts underperformed across all academic areas and grade levels compared with their classmates. The results support a model of early testing and intervention among affected children to identify and reduce academic deficits. Pediatrics 2014;133:785-792

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“…These conditions arise from developmental failures of neural crest cells during gestation, resulting in deformities of the oral and/or facial structure. Developmentally, these conditions are characterized by an increased incidence of developmental problems including language and intellectual impairment, learning disabilities, attentional deficits and impaired social function [1,2,3,4,5,6,7]; for a review, see Richman et al [8]. To date, the underlying etiology of these deficits remains unclear.…”

Section: Introductionmentioning

confidence: 99%

Regional Brain Morphometric Characteristics of Nonsyndromic Cleft Lip and Palate

et al. 2014

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Nonsyndromic cleft lip and palate (NSCLP) encompasses a group of orofacial abnormalities. Emerging evidence has revealed the presence of structural brain abnormalities in affected individuals. Previous studies have performed structure-based volumetric analysis of the brain assessing gross lobular subdivisions of the cerebral cortex and white matter which may have only vague relationships to the functional subregions implicated in behavioral and cognitive deficits observed in NSCLP patients. High-resolution magnetic resonance imaging structural data were acquired to provide a detailed characterization of the brain with respect to both regional cortical volume and thickness in 26 children with NSCLP and 26 age- and demographically matched typically developing children. Children with NSCLP exhibited abnormally large cerebral cortex grey matter volumes with decreased volumes of subcortical grey matter and cerebral white matter structures. Hemisphere-specific patterns of cortical volume and thickness abnormalities were identified. This study is the first to examine cortical thickness abnormalities in NSCLP. Overall, these findings suggest that the brains of children with NSCLP are less mature than those of their age-matched peers. Gender-specific comparisons reveal that NSCLP females were more immature compared to their typically developing peers compared to NSCLP males.

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Neuropsychological Functioning in Children with Non-Syndromic Cleft of the Lip and/or Palate

Cited by 54 publications

References 31 publications

Metaphor Comprehension and Interpretation in Cleft Palate Children Aged 6–9

Metaphor Comprehension and Interpretation in Cleft Palate Children Aged 6–9

Academic Achievement of Children and Adolescents With Oral Clefts

Regional Brain Morphometric Characteristics of Nonsyndromic Cleft Lip and Palate

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