Prediction of IQ and Language Skill from Perinatal Status, Child Performance, Family Characteristics, and Mother-Infant Interaction

Abstract

193 basically healthy working-class and middle-class mothers and their infants participated in a 4-year longitudinal study which focused on the relative potency of several clusters of variables for predictions of intellectual and language outcome during the preschool years. The major results were: (1) Measures of perinatal or infant physical status were extremely weak predictors of 4-year IQ or language. (2) Assessments of child performance were poor predictors prior to 24 months, but excellent predictors from 24 months on. (3) Assessments of mother-infant interaction and general environmental quality were among the best predictors at each age tested, and were as good as measures of child performance at 24 and 36 months in predicting IQ and language. (4) Measures of the family ecology (level of stress, social support, maternal education) and parent perception of the child, especially when assessed at birth, were strongly related to child IQ and language within a low-education subsample, but not among mothers with more than high school education. Patterns of prediction were similar for 48-month IQ and 36-month receptive language; predictions were notably weaker for 36-month expressive language.

A Randomized Controlled Trial of Group Versus Individual Well Child Care for High-risk Children: Maternal-Child Interaction and Developmental Outcomes

“…HOME scores are correlated with school performance, 27 NCATS with language development at 4 years of age, 24 and Bayley results with StanfordBinet scores. 28 Despite this approach, it is possible that longer follow-up is needed to detect differences between the GWCC and IWCC groups.…”

“…23 Global scores of the NCATS at 12 to 24 months of age are strongly predictive of intellectual and language outcomes at 4 years of age as measured by the Stanford-Binet. 24 The HOME is designed to detect environments likely to be suboptimal for the cognitive development of children at high risk. 25 Scores on the HOME correlate with later psychologic development and school performance.…”

Nursing Approach in Accordance with ''Parents-Child Interaction Model'': Review

“…Barnard bu karmaşık sistem içinde çocuğun duygusal, entelektüel ve fiziksel ihti yaçlarının karşılanmasının destekleyici bir ortamın varlığına bağlı olduğunu savunur. 15,16 Barnard'ın interaktif sistemler adını verdiği ebeveyn-çocuk etkileşim modeli sistem teorisi; sistemin parçaları nasıl düzenlediğini, parçalar arasındaki ilişkileri, parçaların bütün halinde çevre ile etkileşimini, nasıl geliştiklerini ve özelliklerini açıklayan orta düzey bir hemşirelik teorisidir. Modelde Barnard ilişkisel ya da ilişkisel olmayan kavramları kullanarak teorisini açıklamıştır.…”

“…Bu nedenle ebeveynler, sözel ya da sözel olmayan desteği sağlama davranışlarını göstermeli ve yenidoğanın/çocuğun istek ve gereksinimlerine hassasiyet ve duyarlılıkla yaklaşmalıdır. 10,15,16 YENİDOĞAN-ÇOCUK ÖZELLİKLERİ Ebeveyn-çocuk etkileşim modelinde hem ebeveynler hem de bebek çeşitli faaliyetlerle bir diğerinin davranışını ortaya çıkartır, etkiler ve değiştirir. Yenidoğanın gereksinim ve isteklerine yönelik ipuçlarının net olması ve ebeveynin yatıştırma ya da iletişim çabalarına davranışları yoluyla karşılık vermesi önemlidir.…”

Short-term Effects of the Neonatal Behavioral Assessment Scale-based Intervention for Infants with Developmental Disabilities

“…Parents who have infants with developmental disabilities are known to have more difficulties in interacting with, and handling their babies [1][2][3][4][5] . In at-risk groups, it is especially important for parents to be able to adapt their parenting styles based on the infant's behavioral repertoire and the severity of the infant's symptoms [6][7][8][9][10][11][12] .…”