TY - JOUR
T1 - Readiness and adjustments to school for children with intrauterine growth restriction (IUGR)
T2 - An extreme test case paradigm
AU - Geva, Ronny
AU - Yosipof, Rina
AU - Eshel, Rina
AU - Leitner, Yael
AU - Valevski, Aviva Fattal
AU - Harel, Shaul
PY - 2009
Y1 - 2009
N2 - This long-term, prospective study evaluated repeatedly school readiness and adjustment at kindergarten and first grade of children with extreme intrauterine growth restriction (IUGR; n = 20) in relation to controls (n = 19). Methods included individual testing of cognitive competence, self-perception, motivation, loneliness and academic achievements; parental anxiety and family-functioning; and teacher ratings of cognitive, emotional, and social adjustment. Children with IUGR had lower cognitive and achievement scores and frequent impulsivity. However, they experienced no socioemotional difficulties. Children in this group, particularly boys, who had mild cognitive difficulties, rule breaking tendencies, and social adjustment issues experienced academic adjustment difficulties during the first school year. Findings underscore a susceptibility of children born with extreme IUGR to develop learning difficulties, and highlight their initial socioemotional resilience.
AB - This long-term, prospective study evaluated repeatedly school readiness and adjustment at kindergarten and first grade of children with extreme intrauterine growth restriction (IUGR; n = 20) in relation to controls (n = 19). Methods included individual testing of cognitive competence, self-perception, motivation, loneliness and academic achievements; parental anxiety and family-functioning; and teacher ratings of cognitive, emotional, and social adjustment. Children with IUGR had lower cognitive and achievement scores and frequent impulsivity. However, they experienced no socioemotional difficulties. Children in this group, particularly boys, who had mild cognitive difficulties, rule breaking tendencies, and social adjustment issues experienced academic adjustment difficulties during the first school year. Findings underscore a susceptibility of children born with extreme IUGR to develop learning difficulties, and highlight their initial socioemotional resilience.
UR - http://www.scopus.com/inward/record.url?scp=58149333438&partnerID=8YFLogxK
U2 - 10.1177/001440290907500205
DO - 10.1177/001440290907500205
M3 - מאמר
AN - SCOPUS:58149333438
VL - 75
SP - 211
EP - 230
JO - Exceptional Children
JF - Exceptional Children
SN - 0014-4029
IS - 2
ER -