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Assessment of measures to detect preschool academic risk in very-low-birth-weight children
1Thomas Jefferson University Hospital, Philadelphia, PA.
Insights
Preschool risk detection tools showed limited success in predicting school failure for very-low-birth-weight (VLBW) children. An information processing model tool offered better specificity but overall sensitivity remained insufficient for early identification.
Area of Science:
- Developmental Psychology
- Pediatric Medicine
- Educational Psychology
Background:
- Very-low-birth-weight (VLBW) children often face developmental challenges.
- Early identification of at-risk children is crucial for timely intervention.
- Existing preschool risk detection tools require evaluation for VLBW populations.
Purpose of the Study:
- To assess the accuracy of three preschool risk detection tools.
- To determine the tools' ability to predict school failure in VLBW children.
- To compare the specificity and sensitivity of different assessment models.
Main Methods:
- Study included 35 four-year-old children with VLBW (<1500 g).
- Children's risk was assessed using three distinct preschool tools.
- Subsequent academic performance (K-2) was tracked to identify school failure.
Main Results:
- The information processing model-based tool demonstrated higher specificity compared to readiness or development-based tools.
- No single tool achieved sufficient sensitivity to identify over two-thirds of children who experienced school failure.
- All tested tools showed limitations in predicting long-term academic outcomes for VLBW children.
Conclusions:
- Preschool risk detection tools have variable accuracy for VLBW children.
- The information processing model shows promise for specificity but requires improvement in sensitivity.
- Further research is needed to develop more effective screening methods for VLBW children at risk of school failure.
Abstract:
The ability of three preschool risk detection tools to accurately identify apparently healthy very-low-birth-weight children (VLBW < 1500 g) who would subsequently experience school failure was studied. The sample of 35 children included 20 girls and 15 boys, 15 African-American children and 20 white children, who were 4 years old when assessed. The tool based on the information processing model had a significantly higher degree of specificity than the readiness or development based tools. None of the tools were sensitive enough to identify more than two thirds of the children who subsequently experienced school failure in grades K through 2.