School-Age Outcomes in Children Who Were Extremely Low Birth Weight From Four International Population-Based Cohorts

Saigal, Saroj; Ouden, Lya den; Wolke, Dieter; Hoult, Lorraine; Paneth, Nigel; Streiner, David L.; Whitaker, Agnes H.; Pinto‐Martin, Jennifer

doi:10.1542/peds.112.4.943

Cited by 260 publications

(165 citation statements)

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“…4,19,20 Preterm children had significantly lower TAAS scores than classmates at both 6 (mean difference )0.86, CI )1.02 to )0.70, p<0.001) and 11 years of age (mean difference )0.92, CI )1.08 to )0.76, p<0.001), equating to a 1.5SD deficit at both ages (Table I) and indicating good discriminative validity. Using the TAAS cut-off (scores <2.5), preterm children were significantly more likely to have TAAS scores below the average range than term-born children at both 6 (48.6% vs 3.0%, odds ratio 30.61, CI 9.28-101.01) and 11 years of age (49.7% vs 5.1%, odds ratio 18.19, CI 7.99-41.44).…”

Section: Discriminative Validitymentioning

confidence: 94%

“…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.…”

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confidence: 95%

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

Johnson

Marlow

Wolke

2012

Develop Med Child Neuro

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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...

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Section: Discriminative Validitymentioning

confidence: 94%

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confidence: 95%

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

Johnson

Marlow

Wolke

2012

Develop Med Child Neuro

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“…Preterm birth increases the risk for attention difficulties [1][2][3][4] as well as long-term academic underachievement [3,5,6]. Studies have suggested that early self-control abilities (e.g.…”

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confidence: 99%

Preterm Toddlers' Inhibitory Control Abilities Predict Attention Regulation and Academic Achievement at Age 8 Years

Jaekel

Eryigit-Madzwamuse

Wolke

2016

The Journal of Pediatrics

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Original citation: Jaekel, Julia, Eryigit-Madzwamuse, Suna and Wolke, Dieter. (2015) Preterm toddlers' inhibitory control abilities predict attention regulation and academic achievement at age 8 years. The Journal of Pediatrics .doi: 10.1016Pediatrics .doi: 10. /j.jpeds.2015 Permanent WRAP url: http://wrap.warwick.ac.uk/74456 Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work by researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-forprofit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. Study design. 558 children born at 26-41 weeks gestation were studied as part of a prospective geographically defined longitudinal investigation in Germany. Toddlers' inhibitory control abilities were observed at age 20 months. At 8 years, attention and academic abilities were assessed.Results. The lower children's gestational age, the lower their inhibitory control and the more likely they had poor attention regulation and low academic achievement. Adverse effects of preterm birth on attention and academic outcomes were partially mediated by toddlers' inhibitory control abilities.Conclusion. These findings of early inhibitory control abilities provide new information about the mechanisms linking preterm birth with long-term attention difficulties and academic underachievement.

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“…Such studies hypothesize that even moderately preterm children might show cognitive and behavioral difficulties, although these are less detectable at preschool age and less serious than those shown by severely preterm children, they could lead to real learning disabilities (Als et al 2003;Cherkes-Julkowski 1998;Pritchard et al 2009) and/or school failure at school age (Chyi et al 2008;Delobel-Ayoub et al 2009;Saigal et al 2003;Taylor et al 2000).…”

Section: Introductionmentioning

confidence: 99%

School readiness of moderately preterm children at preschool age

2012

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The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and preliteracy ones. The research project involved an experimental group made up of 55 moderately preterm children (mean age062 months, mean gestational age034.6 weeks), without any clinical neonatal complications, and low birth weight (M02,100 g, SD0350 g); a control group made up of 55 full-term children without pre-and perinatal complications. The children's primary school reference teachers were given a questionnaire (Observative Questionnaire for Early Identification of Learning Disabilities), which was aimed at identifying any likely social and cognitive skill deficits at preschool age. The data, submitted to nonparametric univariate variance, show how scores of moderately preterm children in the metacognition [U (n1 en2055) 035, p00.04, r00.49] are statistically lower, other cognitive skills (memory, orientation, and visual-motor coordination) [U (n1en2055) 032, p00.02, r0 0.45], premathematics [U (n1en2055) 032, p00.02, r00.44], and the total score [U (n1en2055) 0 31, p00.02, r00.12]. Such data would seem to suggest the need for hypothesizing preventive training and educational paths as a prerequisite for the development of the school abilities.

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School-Age Outcomes in Children Who Were Extremely Low Birth Weight From Four International Population-Based Cohorts

Abstract: School difficulties were found to be a serious sequelae of ELBW in all 4 countries, an observation that has social and economic implications.

Cited by 260 publications

References 26 publications

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

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

Preterm Toddlers' Inhibitory Control Abilities Predict Attention Regulation and Academic Achievement at Age 8 Years

School readiness of moderately preterm children at preschool age

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