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Identifying very preterm children at educational risk using a school readiness framework

Pritchard, Verena E ; Bora, Samudragupta ; Austin, Nicola C ; Levin, Karelia J ; Woodward, Lianne J

Pediatrics (Evanston), 2014-09, Vol.134 (3), p.e825-e832 [Periódico revisado por pares]

United States: American Academy of Pediatrics

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Título:
Identifying very preterm children at educational risk using a school readiness framework
Autor: Pritchard, Verena E ; Bora, Samudragupta ; Austin, Nicola C ; Levin, Karelia J ; Woodward, Lianne J
Assuntos: Analysis ; Child ; Child development ; Child Development - physiology ; Child, Preschool ; Cohort Studies ; Educational Measurement - methods ; Educational Measurement - standards ; Female ; Follow-Up Studies ; Humans ; Infant, Newborn ; Infant, Premature - physiology ; Infant, Premature - psychology ; Infant, Very Low Birth Weight - physiology ; Infant, Very Low Birth Weight - psychology ; Infants (Premature) ; Job qualifications ; Male ; Neurobiology ; Pediatrics ; Premature birth ; Premature infants ; Preschool children ; Psychological aspects ; Readiness for school ; Retrospective Studies ; Risk Factors ; School readiness ; Vocational qualifications
É parte de: Pediatrics (Evanston), 2014-09, Vol.134 (3), p.e825-e832
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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Descrição: Children born very preterm (VPT) are at high risk of educational delay, yet few guidelines exist for the early identification of those at greatest risk. Using a school readiness framework, this study examined relations between preschool neurodevelopmental functioning and educational outcomes to age 9 years. The sample consisted of a regional cohort of 110 VPT (≤ 32 weeks' gestation) and 113 full-term children born during 1998-2000. At corrected age 4 years, children completed a multidisciplinary assessment of their health/motor development, socioemotional adjustment, core learning skills, language, and general cognition. At ages 6 and 9, children's literacy and numeracy skills were assessed using the Woodcock-Johnson III Tests of Achievement. Across all readiness domains, VPT children were at high risk of delay/impairment (odds ratios 2.5-3.5). Multiple problems were also more common (47% vs 16%). At follow-up, almost two-thirds of VPT children were subject to significant educational delay in either literacy, numeracy or both compared with 29% to 31% of full-term children (odds ratios 3.4-4.4). The number of readiness domains affected at age 4 strongly predicted later educational risk, especially when multiple problems were present. Receiver operating characteristic analysis confirmed ≥ 2 readiness problems as the optimal threshold for identifying VPT children at educational risk. School readiness offers a promising framework for the early identification of VPT children at high educational risk. Findings support the utility of ≥ 2 affected readiness domains as an effective criterion for referral for educational surveillance and/or additional support during the transition to school.
Editor: United States: American Academy of Pediatrics
Idioma: Inglês

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Identifying very preterm children at educational risk using a school readiness framework

Pritchard, Verena E ; Bora, Samudragupta ; Austin, Nicola C ; Levin, Karelia J ; Woodward, Lianne J

United States: American Academy of Pediatrics

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