Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Intellectual Disability01:29

Intellectual Disability

796
Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
796
Learning Disabilities01:25

Learning Disabilities

639
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
639
Introduction to Developmental Psychology01:27

Introduction to Developmental Psychology

1.7K
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...
1.7K
Three Developmental Domains01:29

Three Developmental Domains

1.2K
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,...
1.2K
Aging01:26

Aging

848
Aging is a complex biological phenomenon influenced by various processes that affect cellular and systemic functions. Several prominent theories attempt to explain its mechanisms, highlighting cellular limitations, oxidative damage, and hormonal changes as central factors in aging.
Cellular Clock Theory
The cellular clock theory posits that the human lifespan is closely tied to the finite capacity of cells to divide, a phenomenon governed by telomeres, which are protective caps at the ends of...
848
Methods of Obtaining Topography01:25

Methods of Obtaining Topography

338
Topography involves measuring and mapping land elevations, natural features, and artificial structures to create accurate representations of the terrain. Topographic surveying relies on traditional and modern methods, each with distinct advantages and limitations.Traditional Surveying Methods:Transit stadia surveys and plane table surveys were widely used traditional surveying methods. These techniques relied on instruments like theodolites and stadia rods for measuring distances and angles,...
338

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Emotional and behavioural problems of children born preterm and maternal sensitivity: An individual participant data meta-analysis.

Developmental medicine and child neurology·2026
Same author

Outcomes at school-age of children born extremely preterm or extremely low birth weight in Victoria, Australia: protocol for the 8-9 years follow-up of the prospective, longitudinal Victorian Infant Collaborative Study (VICS) 2016-2017 cohort.

BMJ open·2026
Same author

Long-term respiratory outcomes of infants born moderate to late preterm.

Paediatric respiratory reviews·2026
Same author

Respiratory trajectories of infants born before 26 weeks of gestation from birth to discharge: an exploratory analysis of a randomised controlled trial.

The Lancet. Child & adolescent health·2026
Same author

Strategies for prevention of intraventricular hemorrhage in the neonatal intensive care unit.

Seminars in fetal & neonatal medicine·2026
Same author

A minimally invasive, scalable and reproducible neonatal rat model of severe focal brain injury.

Brain communications·2026

Related Experiment Video

Updated: Feb 15, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

8.1K

Developmental Disability at School Age and Difficulty Obtaining Follow-up Data.

Lex W Doyle1,2,3,4, Peter J Anderson4,5, Alice Burnett6,3,4

  • 1Neonatal Services, Royal Women's Hospital, Parkville, Australia; lwd@unimelb.edu.au.

Pediatrics
|January 14, 2018
PubMed
Summary

Children who have more difficulty attending follow-up assessments show higher rates of neurodevelopmental disability. Persistent follow-up efforts are crucial to accurately capture disability rates in research studies.

More Related Videos

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

9.2K
Determining Soil-transmitted Helminth Infection Status and Physical Fitness of School-aged Children
10:57

Determining Soil-transmitted Helminth Infection Status and Physical Fitness of School-aged Children

Published on: August 22, 2012

24.4K

Related Experiment Videos

Last Updated: Feb 15, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

8.1K
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

9.2K
Determining Soil-transmitted Helminth Infection Status and Physical Fitness of School-aged Children
10:57

Determining Soil-transmitted Helminth Infection Status and Physical Fitness of School-aged Children

Published on: August 22, 2012

24.4K

Area of Science:

  • Pediatric neurodevelopmental research
  • Public health surveillance

Background:

  • The link between developmental disability rates and challenges in obtaining follow-up data is not well understood.
  • This study investigates the association between follow-up attendance difficulty and school-age disability in children.

Purpose of the Study:

  • To determine if children with greater difficulty attending follow-up assessments exhibit more disability at school age.
  • To establish the relationship between follow-up rates and developmental disability rates.

Main Methods:

  • Assessed 219 survivors born preterm (<28 weeks gestation or <1000g) and 218 term-born controls at 8 years.
  • Neurodevelopmental disability defined by IQ, cerebral palsy, blindness, or deafness.
  • Children categorized by research nurses as more or less difficult to engage for follow-up.

Main Results:

  • Follow-up rates were 87% for both groups.
  • Children with more difficult follow-up had higher neurodevelopmental disability rates (42%) compared to those with less difficulty (20%).
  • Higher hospital follow-up rates correlated with increased neurodevelopmental disability rates (P=.025).

Conclusions:

  • Increased difficulty in follow-up attendance correlates with higher school-age neurodevelopmental disability.
  • Higher follow-up rates are associated with higher disability rates.
  • Underestimation of neurodevelopmental disability rates can occur without persistent follow-up efforts.