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Cognitive delay and behavior problems prior to school age.

Erika Rose Cheng1, Mari Palta2, Milton Kotelchuck3

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Summary
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Children with cognitive delay (CD) show increased behavior problems, especially those with persistent CD. Early identification and intervention are crucial for improving outcomes in young children.

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behavior problemscognitive delayearly childhoodearly interventionlongitudinal

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Area of Science:

  • Developmental Psychology
  • Child Behavior and Development
  • Pediatric Health

Background:

  • Cognitive delay (CD) in early childhood can impact development.
  • Understanding the link between cognitive delay and behavior problems is essential.
  • Longitudinal data is needed to track developmental trajectories.

Purpose of the Study:

  • To examine the relationship between cognitive delay (CD) and behavior problems from infancy to preschool.
  • To analyze how different trajectories of cognitive delay affect behavioral outcomes.
  • To adjust for covariates influencing cognitive delay and behavior.

Main Methods:

  • Utilized 4 waves of data from the Early Childhood Longitudinal Study, Birth Cohort (n=8000).
  • Classified children into typically developing (TD) or resolved, newly developed, or persistent CD based on Bayley Short Form-Research Edition scores.
  • Assessed child behavior using the Infant/Toddler Symptom Checklist and Preschool and Kindergarten Behavior Scales; employed hierarchical linear modeling.

Main Results:

  • Cognitive delay (CD) resolved for 80.3% of children by 24 months.
  • Behavior problems were more prevalent in children with resolved (19.3%), newly developed (21.8%), and persistent CD (35.5%) compared to TD children (13.0%) at 24 months.
  • Children with persistent CD exhibited moderately higher behavior scores (0.59 SD) by age 5 compared to TD peers.

Conclusions:

  • Behavior problems associated with cognitive delay (CD) emerge by 24 months and escalate towards school age.
  • Persistent CD is linked to a significant increase in behavior problems over time.
  • Early identification, evaluation, and service referral are vital for improving developmental outcomes in children with CD.