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Predicting problems in school performance from preschool health, developmental and behavioural assessments
D Cadman1, S D Walter, L W Chambers
1Department of Clinical Epidemiology and Biostatistics, Faculty of Health Sciences, McMaster University, Hamilton, Ont.
Summary
Preschool health history and developmental screening accurately predict school problems. Kindergarten teacher ratings offer slightly better predictions for identifying at-risk children needing early intervention.
Area of Science:
- Child Development
- Educational Psychology
- Public Health
Background:
- Identifying children at risk for school problems is crucial for timely intervention.
- Predictive accuracy of early childhood assessments and teacher ratings requires further investigation.
Purpose of the Study:
- To assess the predictive accuracy of preschool health, developmental, and behavioral history, and kindergarten teacher ratings for later school problems.
- To evaluate the role of health professionals in early screening for school difficulties.
Main Methods:
- A 3-year prospective study of 1999 children in Ontario, Canada.
- Data collection included preschool health/developmental history, vision/hearing screenings, Denver Developmental Screening Test (DDST), and kindergarten teacher ratings.
- School problems were ascertained at the end of the third grade.
Main Results:
- Preschool history, with or without the DDST, predicted later school problems with acceptable accuracy.
- Kindergarten teacher ratings demonstrated slightly higher predictive accuracy for school problems.
- Health, developmental, and behavioral history are valuable predictors of future academic challenges.
Conclusions:
- Preschool assessments and teacher observations are effective in identifying children likely to experience school problems.
- Health professionals can play a significant role in screening at-risk children when early diagnostic and therapeutic services are available.