Relationship between Test Scores Using the Second and Third Editions of the Bayley Scales in Extremely Preterm Children

Moore, Tamanna; Johnson, Samantha; Haider, Sadia; Hennessy, Enid; Marlow, Neil

doi:10.1016/j.jpeds.2011.09.047

Cited by 215 publications

(216 citation statements)

References 14 publications

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“…This reality confirms the relation between language development and perceptive-motor reaction and cognition (26) . In the correlation between the age of expressive language development and receptive and cognitive language abilities, we observed a tendency for statistical significance in all the cognitive abilities.…”

Section: Discussionsupporting

confidence: 80%

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Desenvolvimento cognitivo e linguagem em prematuros

Viana¹,

Andrade

Lopes³

2014

Audiol., Commun. Res.

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Purpose: To correlate aspects of cognitive and language development in preterm infants of 24 and 42 months of chronological age. Methods: A quantitative, analytical, and cross-sectional study was conducted between February and December 2012. The sample comprised ten preterm infants with a chronological age ranging between 24 and 42 months. These children were subjected to the Bayley Scales of Infant Development -III and evaluated according to cognitive, receptive, and expressive language subscales. Results: A statistical significance was observed when correlating chronological and corrected age with the age of cognitive and language development. In the correlation of chronological age with cognitive and language abilities, a statistical significance was observed regarding the ability to grasp and handle objects, and in the construction and object permanence capacity. In the correlation of developmental age with cognition and language abilities, a statistical significance was observed in all cognitive abilities. A significant correlation was not observed between ages of expressive language development and receptive language ability. Conclusion: A correlation between chronological and corrected ages with the ages of cognitive and language development was confirmed. Receptive and expressive language abilities showed a distinct development; however, they were dependent on the cognition. As crianças foram submetidas à aplicação da Escala de DesenvolvimentoInfantil de Bayley -III e avaliadas mediante as subescalas de cognição, linguagem receptiva e expressiva. Resultados: Observou-se significân-cia estatística na correlação das idades cronológica e corrigida com as idades do desenvolvimento cognitivo e de linguagem. Na correlação da idade cronológica com as habilidades cognitiva e de linguagem, houve significância estatística quanto à capacidade de apreensão e manipulação de objetos e na construção e habilidade de permanência dos objetos. Na correlação da idade do desenvolvimento com as habilidades de cognição e linguagem, constatou-se significância estatística em todas as habilidades cognitivas. Não houve correlação significativa entre idade do desenvolvimento de linguagem expressiva e habilidades de linguagem receptiva. Conclusão: Confirmou-se correlação das idades cronológica e corrigida com a idade do desenvolvimento cognitivo e de linguagem.As habilidades de linguagem receptiva e expressiva mostraram-se com desenvolvimento distinto, todavia, dependentes da cognição.

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Section: Discussionsupporting

confidence: 80%

“…Surveys describe differences in the development of receptive and expressive language (24)(25)(26) . We observed discrepancies in receptive language abilities when compared to the age of expressive development capacities, since in this phase children enhance expressive language by repeating sounds without understanding their meaning.…”

Section: Discussionmentioning

confidence: 99%

Desenvolvimento cognitivo e linguagem em prematuros

Viana¹,

Andrade

Lopes³

2014

Audiol., Commun. Res.

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“…[16][17][18][19][20][21] Given growing concern regarding constitution of the Bayley-III standardization sample and the underestimation of developmental delay, a cut-off score of 80 is recommended for defining moderate to severe developmental delay when using Bayley-III composite scores. [21] We therefore defined developmental delay for this study as follows: Bayley-III cognitive composite score <80 as cognitive delay; Bayley-III language composite score <80 as language delay; and a cognitive or language composite score <80 as any developmental delay.…”

Section: Methods Participantsmentioning

confidence: 99%

Correcting for prematurity affects developmental test scores in infants born late and moderately preterm

Parekh

Boyle

Guy

et al. 2016

Early Human Development

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“…The Bayley-III provides raw scores in each of these scales, which are used to derive normative composite scores by age, and three composite scores for cognition, language and motor performance. In the present study we used the raw scores of the Bayley-III cognitive scale to provide greater inter-individual variation in the range of scores, due to the recognized problems with the standardized Bayley-III scores (20,21) . Use of raw scores was acceptable due to the narrow age range of children tested in the present study; nonetheless, in statistical analyses we controlled for child age.…”

Section: Child Neurodevelopmentmentioning

confidence: 99%

“…However, concerns have been raised that the most recent version, the Bayley-III, provides scores that are not well calibrated with previous editions of the test (21) . Therefore it is challenging to find a "gold standard" for comparison when evaluating convergent validity of the parent report scales as indices of cognition.…”

Section: Regression Analysesmentioning

confidence: 99%