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Predictive value of screening for different areas of development
C M Drillien1, R M Pickering, M B Drummond
1Department of Child Health, University of Dundee.
Developmental Medicine and Child Neurology
|June 1, 1988
Summary
Early developmental screening, including motor, adaptive, language, and neurological assessments, can predict later school problems. More thorough assessments are recommended for identifying preschool neurodevelopmental disabilities.
Area of Science:
- Developmental Pediatrics
- Educational Psychology
- Neurodevelopmental Disorders
Background:
- Developmental screening identifies potential issues in early childhood.
- Predicting later educational and behavioral status from early screening is crucial.
Purpose of the Study:
- To examine associations between early developmental screening results and later school performance.
- To identify key predictors of school problems and educational failure.
Main Methods:
- Two samples of children born in 1974 and 1975 in Dundee were studied.
- Developmental screening results at multiple ages (30 weeks to 3 years) were compared with school status at 6.5-7.5 years.
- Comparisons were made between children with and without school problems, and between suspect and normal screening groups.
Main Results:
- Positive associations found between school problems and motor, adaptive, language, and neurological screening results.
- Preschool behavior and neurological status were significant predictors.
- Adaptive and neurological screening tests were the strongest predictors of school problems and educational failure.
Conclusions:
- Early developmental and neurological assessments are valuable for predicting school outcomes.
- More thorough, less frequent assessments could improve identification and intervention for neurodevelopmental disabilities.
- Targeted interventions for at-risk children can mitigate early schooling problems.