Improved Intelligence, Literacy and Mathematic Skills Following School-Based Intervention for Children in Foster Care

Tordön, Rikard; Bladh, Marie; Sydsjö, Gunilla; Svedin, Carl Göran

doi:10.3389/fpsyg.2020.00718

Cited by 7 publications

(5 citation statements)

References 48 publications

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“…Apart from IQ, children's adaptive behavior is a crucial aspect of intellectual and developmental disabilities in these four disorders (16,(23)(24)(25). In order to provide more accurate rehabilitation training, WISC and ABAS are often used together to assess children (26,27). Recently, IQ and adaptive behavior…”

Section: Discussionmentioning

confidence: 99%

“…have been increasingly used together in the diagnosis of NDDs (28,29). Assessing a child's IQ can be helpful in aiding clinicians to diagnose speci c disorders, and comprehend the child's cognitive strengths and weaknesses, thereby enabling physicians to develop more effective interventions (30).…”

Section: Introductionmentioning

confidence: 99%

“…The inconsistent results of these studies suggest the need for further research with larger sample sizes.Apart from IQ, children's adaptive behavior is a crucial aspect of intellectual and developmental disabilities in these four disorders (16,(23)(24)(25). In order to provide more accurate rehabilitation training, WISC and ABAS are often used together to assess children (26,27). Recently, IQ and adaptive behaviorThis study was retrospective in nature and included a total of 3023 children between January 2017 and November 2021.…”

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confidence: 99%

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Gender and age differences in associations between intelligence structure and adaptive behavior among school-age children with autism spectrum disorder, attention deficit hyperactivity disorder, specific learning disorder and their comorbidities in China

Shao,

Wang,

Song

et al. 2023

Preprint

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Background Autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), specific learning disorder (SLD), and ADHD + SLD are associated with children’s specific profiles of intellectual functioning and adaptive behavior. The gender and age differences were unclear. Identifying the differences among these disorders will be meaningful for the intervention of school-age children. Methods This study recruited 3203 school-age Chinese children who had been diagnosed from 2017 to 2021 (ASD = 239, ADHD = 1521, SLD = 1067, ADHD + SLD = 196). All of them were assessed with the Wechsler Intelligence Scale for Children-Fourth edition (WISC-Ⅳ) and Adaptive Behavior Assessment System-Second Edition (ABAS-Ⅱ). Results Our study found significant differences in the WISC-Ⅳand ABAS-Ⅱcomposite scores among the four groups, and scores in the ADHD group were the highest. Boys in the ADHD and SLD groups had higher scores in Perceptual Reasoning Index field than girls, while girls in the ADHD and SLD groups had higher scores in Processing Speed Index and Working Memory Index (WMI) field than boys. WMI and Full-scale IQ scores in ADHD group and WMI score in the ADHD + SLD group increased with age before 10, while the Verbal Comprehension Index in ADHD group increased with age from 6 to 15. Conclusions This study further expanded the understanding of the intellectual structure and adaptive behavior of the four disorders. The gender and age differences in intellectual structure provided an important reference for the intervention of school-age children with these disorders, and help them integrate into school and society.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Gender and age differences in associations between intelligence structure and adaptive behavior among school-age children with autism spectrum disorder, attention deficit hyperactivity disorder, specific learning disorder and their comorbidities in China

Shao,

Wang,

Song

et al. 2023

Preprint

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“…Studies have shown that students who fail to complete their scholastic education have an increased risk for later mental disorders [ 2 ], unemployment, and societal alienation. On the other hand socially disadvantageous environment during childhood and adolescence might also have an impact on scholastic performance [ 3 ]. Substantial research has been performed with respect to which factors during childhood affect academic achievements, including gene-environment interactions, birth characteristics, upbringing, parental socio-economic status, school environment, and behavioral problems [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Predictors of educational failure at 16 and 19 years of age—SESBiC longitudinal study

2023

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Background Educational attainment is highly associated with future health and independence. Throughout childhood, children are exposed to factors that may promote educational attainment and factors that may be associated with a reduced likelihood of being able to complete their education. The purpose of the current study was to investigate which factors, measured from birth up to finishing upper secondary school, were associated with a lower mean grade point average from lower and upper secondary school as well as eligibility to upper secondary school and college/university. Methods This is a longitudinal study on 1723 children born in 1995/1996 who have been followed until they were 20 years old. Information with respect to maternal sociodemographics, maternal stress factors during pregnancy and childhood, birth characteristics of the child, child behavior at 3 and 12 years of age, and mean grade point average from lower and upper secondary school, including eligibility to upper secondary school and college/university was collected. Results Children exhibiting high problems scores on the child behavior checklist at 12 years of age and children or having other living arrangements (e.g. foster parents or institutional care) were less likely to fulfill the requirements for upper secondary school (OR = 0.35, 95% CI = 0.17–0.71 and OR = 0.33 95% CI = 0.17–0.65, respectively). The likelihood of fulfilling the requirements to college/university was lower if the child had divorced parents at three years of age (OR = 0.30, 95% CI = 0.16–0.58) and exhibited externalizing problems at 12 years of age (OR = 0.45, 95% CI = 0.24–0.86) and if the mother had experienced high level of stress at (OR = 0.32, 95% CI = 0.14–0.77). Conclusion Identifying mothers with high level of stressors as well as children with externalizing behaviour problems to provide guidance and support is very important as these two factors appear to be associated with future study performance in both lower and upper secondary school.

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“…"Skolfam" is available in several municipalities in Sweden: Social Services, schools and family homes collaborate, for the purpose of improving school results for children in OHC. The working model has been evaluated, with a tendency in favour of the intervention (119). A similar concept, for health, has been created in Region Uppsala in Sweden, with multi-disciplinary health examinations for children in OHC (120,121).…”

Section: Suggestions For Improvementsmentioning

confidence: 99%

Dental health and dental care in children in out-of-home care

Kirkinen

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More than 26,000 children and young people are placed in out-of-home care in Sweden every year. Several studies show that children placed in out of home care have poorer health during childhood and are generally in poorer physical condition later in life. The overall aim of this thesis was to study dental health and dental care in children in out-of-home care (OHC), through registry-based research. Paper I was a registry-based study of dental health care utilisation among young adults who as children had been placed in societal out-of-home care. These young adults had more emergency dental visits and more extractions and fewer regular scheduled dental check-ups than their peers who had never experienced OHC. Paper II was a systematic review/HTA to evaluate organisational models intended to ensure that children and young people in out-of-home care will receive health and dental care. We were unable to identify any study, of low or medium risk of bias, which examined the effects of organisational models on provision of health and dental care for children and young people in foster care and in institutions. Papers III and IV were validation studies of the Swedish Quality Registry for Caries and Periodontal Diseases (SKaPa), undertaken to determine the accuracy of the registry and whether it was appropriate for application in the next study (Paper V) and for other research purposes. For dft/DFT, the validation studies showed high agreement between the data in the patient records and the SKaPa registry. However, e/M in deft/DMFT was shown to be uncertain. Paper V was a registry-based study linking different registries, to investigate dental health and dental care in children in OHC. This study showed that children in OHC have more caries and undergo fewer dental health assessments than those who have never been placed in OHC. There was a difference in dental health examinations before and after the year 2017, with higher frequencies of assessments after the legislative amendment in 2017. However, differences remain.

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Improved Intelligence, Literacy and Mathematic Skills Following School-Based Intervention for Children in Foster Care

Cited by 7 publications

References 48 publications

Gender and age differences in associations between intelligence structure and adaptive behavior among school-age children with autism spectrum disorder, attention deficit hyperactivity disorder, specific learning disorder and their comorbidities in China

Gender and age differences in associations between intelligence structure and adaptive behavior among school-age children with autism spectrum disorder, attention deficit hyperactivity disorder, specific learning disorder and their comorbidities in China

Predictors of educational failure at 16 and 19 years of age—SESBiC longitudinal study

Dental health and dental care in children in out-of-home care

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