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Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
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Postinstitutionalized children's development: growth, cognitive, and language outcomes.

Michelle M Loman1, Kristen L Wiik, Kristin A Frenn

  • 1Institute of Child Development, University of Minnesota, Minneapolis, MN, USA. loman004@umn.edu

Journal of Developmental and Behavioral Pediatrics : JDBP
|August 21, 2009
PubMed
Summary

Post-institutionalized (PI) children adopted internationally show poorer cognitive and language outcomes compared to early-adopted and nonadopted peers. Duration of institutionalization significantly impacts developmental trajectories, highlighting specific care needs for PI children.

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Area of Science:

  • Child Development
  • International Adoption
  • Developmental Psychology

Background:

  • International adoption from institutions is increasing globally.
  • Existing research on post-institutionalized (PI) children primarily focuses on those from Eastern Europe.
  • This study broadens the scope to include PI children adopted from diverse world regions.

Purpose of the Study:

  • To compare developmental outcomes of PI children adopted from various regions.
  • To identify factors influencing developmental trajectories in PI children.
  • To inform care provision for this growing population.

Main Methods:

  • Assessed 8-11 year old PI children (N=91), early-adopted foster children (N=109), and nonadopted children (N=69) 5-11 years post-adoption.
  • Utilized screening measures for vision, hearing, growth, cognitive, and language abilities.
  • Collected parent-reported data on service use, school performance, and family environment.

Main Results:

  • 44% of PI children experienced stunted growth at adoption; most achieved average growth by assessment.
  • PI children performed worse on cognitive and language screens than comparison groups, with longer institutionalization linked to poorer outcomes.
  • PI children were more likely to face academic challenges and require intervention services, irrespective of their world region of adoption.

Conclusions:

  • PI children have distinct needs compared to early-adopted and nonadopted children, even in similar home environments.
  • The duration of institutionalization is a critical factor influencing PI children's development.
  • Tailored care considerations are essential for supporting the well-being of post-institutionalized children.