Changes in performance over time on the Bayley Scales of Infant Development II when administered to infants at high

Karen Koseck1, Susan R Harris

  • 1Grandview Children's Centre, Oshawa, Ontario, Canada. Karen.Koseck@grtc.ca

Insights

Infants exposed to prenatal drugs showed declining cognitive and motor skills over time. Perinatal medical concerns impacted motor skills differently, highlighting the need for distinct developmental assessments.

Area of Science:

  • Developmental Psychology
  • Pediatric Neurology
  • Neonatal Care

Background:

  • Infants at high risk for developmental disabilities require careful monitoring.
  • Prenatal drug exposure and perinatal medical concerns are significant risk factors.
  • Understanding developmental trajectories is crucial for early intervention.

Purpose of the Study:

  • To analyze longitudinal changes in cognitive and motor performance.
  • To assess performance on the Bayley Scales of Infant Development II (BSID-II).
  • To compare developmental trajectories in infants with prenatal drug exposure versus perinatal medical concerns.

Main Methods:

  • Study included 53 high-risk infants: 34 with prenatal drug exposure (DE group) and 19 with perinatal medical concerns (PMC group).
  • Cognitive and motor performance measured using BSID-II at two time points: under one year (mean 6.99 months) and 17-22 months (mean 18.24 months).
  • Analysis focused on changes in Mental and Motor Scale scores over time for both groups.

Main Results:

  • Both groups exhibited a significant decrease in cognitive performance over time (p < 0.05).
  • Motor performance showed divergent changes: an increase in the PMC group and a decrease in the DE group (p < 0.01).
  • These findings indicate distinct developmental patterns based on risk factors.

Conclusions:

  • Developmental trajectories differ significantly between infants with prenatal drug exposure and those with perinatal medical concerns.
  • Separate analysis and tailored interventions are recommended for these distinct high-risk infant populations.
  • Longer-term follow-up with repeated assessments is necessary to fully understand developmental outcomes.
Abstract

Related Concept Videos

Three Developmental Domains01:29

Three Developmental Domains

Human development is typically examined across three main domains: physical, cognitive, and socio-emotional. These domains represent the significant areas of change and continuity throughout the lifespan, from infancy to late adulthood.
Physical Development
Physical processes, also known as maturation, encompass the biological changes that occur across an individual's life. These changes begin with genetic inheritance and continue through various stages, including growth in height and weight,...
Introduction to Developmental Psychology01:27

Introduction to Developmental Psychology

Developmental psychology explores the changes and continuities in human abilities throughout life, encompassing physical, cognitive, linguistic, and social dimensions. Human development is not restricted to growth, but includes aspects of decline, particularly in physical abilities as individuals age. Developmental psychologists seek to understand how people change as they age and how their mental and social skills evolve.Developmental MilestonesA key concept in developmental psychology is...
Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
Stella Chess...
Binet's Contribution to Measures of Intelligence01:23

Binet's Contribution to Measures of Intelligence

Alfred Binet, along with his student Théophile Simon, was tasked by the French Ministry of Education in 1904 to create a method for identifying students who struggled to learn through conventional classroom instruction. This initiative aimed to address overcrowding by placing such students in specialized schools. Binet and Simon developed an intelligence test comprising 30 tasks, ranging from simple commands, like touching one's nose or ear, to more complex tasks, such as drawing designs from...