Academic Achievement in Individuals with Cleft: A Population-Based Register Study

Persson, Mia; Becker, Magnus; Svensson, Henry

doi:10.1597/09-047

Cited by 82 publications

(113 citation statements)

References 26 publications

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“…These findings are consistent with those from earlier populationbased studies. 13,14 Our study extends these findings to more rigorous and direct methods of assessment of academic achievement, controlling for several potential demographic and socioeconomic confounders.…”

Section: Discussionsupporting

confidence: 53%

“…[8][9][10][11][12] However, population-based investigations are rare, and most studies have included small, clinicbased patient samples. The only 2 existing population-based studies relied on indirect measures of academic performance, including classroom grades and graduation rates from compulsory schools in Sweden 13 and frequency of special education placement in Atlanta, Georgia. 14 Both studies suggested poor academic functioning among individuals with clefts.…”

mentioning

confidence: 99%

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Academic Achievement of Children and Adolescents With Oral Clefts

Wehby

Collet

Barron³

et al. 2014

Pediatrics

129

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WHAT'S KNOWN ON THIS SUBJECT: Previous studies that reported learning deficits among children with oral clefts mostly used small, clinic-based samples prone to ascertainment bias. No previous studies in the United States have used a populationbased sample and direct testing of academic achievement. WHAT THIS STUDY ADDS:Using a large population-based sample from the United States and standardized school tests for achievement, we found that children with oral clefts scored significantly lower than their classmates on all evaluated domains of achievement and had higher rates of learning disability. abstract BACKGROUND AND OBJECTIVE: Previous studies of academic achievement of children with oral clefts have mostly relied on small, clinicbased samples prone to ascertainment bias. In the first study in the United States to use a population-based sample with direct assessment, we evaluated the academic achievement of children with oral clefts relative to their classmates. METHODS:Children born with isolated oral clefts in Iowa from 1983 to 2003 were identified from the Iowa Registry for Congenital and Inherited Disorders and matched to unaffected classmates by gender, school/school district, and month and year of birth. Academic achievement was assessed by using standardized tests of academic progress developed by the Iowa Testing Programs. Iowa Testing Programs data were linked to birth certificates for all children. Regression models controlled for household demographic and socioeconomic factors. The analytical sample included 588 children with clefts contributing 3735 child-grade observations and 1874 classmates contributing 13 159 child-grade observations. RESULTS: Children with oral clefts had lower scores than their classmates across all domains and school levels, with a 5-percentile difference in the overall composite score. Children with clefts were approximately one-half grade level behind their classmates and had higher rates of academic underachievement and use of special education services by 8 percentage points. Group differences were slightly lower but remained large and significant after adjusting for many background characteristics.CONCLUSIONS: Children with oral clefts underperformed across all academic areas and grade levels compared with their classmates. The results support a model of early testing and intervention among affected children to identify and reduce academic deficits. Pediatrics 2014;133:785-792

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Section: Discussionsupporting

confidence: 53%

mentioning

confidence: 99%

Academic Achievement of Children and Adolescents With Oral Clefts

Wehby

Collet

Barron³

et al. 2014

Pediatrics

129

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“…Results of the two behavioral hearing tests in the current research suggest children with cleft palate have more difficulty in auditory processing tasks than children with other cleft types. Differences among cleft types in academic achievement, such as more negative performance in children with CP and better performance in children with CL, were previously reported in the literature [27]. However, research evidence to explain variation between cleft groups is sparse.…”

Section: Performance In Mappid-n Test For Children With Cp and Bclpmentioning

confidence: 89%

Behavioral assessment of auditory processing disorder in children with non-syndromic cleft lip and/or palate

McPherson

Ma³

2015

International Journal of Pediatric Otorhinolaryngology

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“…There are also data suggesting that people with cleft lip and/or palate have lower educational attainment and reduced life expectancy. 1,2 The evidence to inform clinical care for children with cleft lip and/or palate is limited. Much clinical practise is supported by case reports or case series.…”

Section: The Importance Of Evidence Informing Service Rationalisationmentioning

confidence: 99%

Using service rationalisation to build a research network: lessons from the centralisation of UK services for children with cleft lip and palate

et al. 2012

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trials need access to clinical populations and an adequate infrastructure for clinical research.In the UK we are well placed to make an important contribution to research in children with cleft lip and/or palate, as the population is contained within a relatively small island and almost all children are treated within the NHS and monitored through a single information system. Until recently, the service was spread across many centres and few clinicians were engaged in audit or research projects. We describe how audit informed the process of centralisation and how a research strategy and infrastructure have been developed and embedded in the emerging clinical networks.

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Academic Achievement in Individuals with Cleft: A Population-Based Register Study

Abstract: This study clearly indicates that adolescents with cleft lip and/or palate in Sweden experience significant deficits in their educational achievements in compulsory school.

Cited by 82 publications

References 26 publications

Academic Achievement of Children and Adolescents With Oral Clefts

Academic Achievement of Children and Adolescents With Oral Clefts

Behavioral assessment of auditory processing disorder in children with non-syndromic cleft lip and/or palate

Using service rationalisation to build a research network: lessons from the centralisation of UK services for children with cleft lip and palate

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