The Global School Adaptation Score: A New Neurodevelopmental Assessment Tool for Very Preterm Children at Five Years of Age

Boussicault, Gérald; Branger, B.; Guimard, Philippe; Florin, Agnès; Rozé, Jean‐Christophe; Flamant, Cyrille

doi:10.1016/j.jpeds.2013.01.052

Cited by 19 publications

(25 citation statements)

References 27 publications

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“…Notably, the GSA score was previously validated in a longitudinal study monitoring 700 children from the age of 4 to 9 years [16]. Indeed, it represents a valid tool for follow-up of preterm infants at 5 years of age, showing good correlation with Intelligence Quotients [7]. This score is calculated based on the responses to 20 questionnaires, which assess linguistic competence, nonverbal abilities, and classroom behavior [16].…”

Section: Methodsmentioning

confidence: 99%

“…Some of these tools involving the parents or teachers of preterm infants have already been correlated with formal psychometric assessments [6,7,8]. Notably, the parental Ages and Stages Questionnaire (ASQ) [see [17]] seems of particular interest in the preterm population.…”

Section: Introductionmentioning

confidence: 99%

“…Recently, Boussicault et al [7] assessed a subpopulation of 445 preterm children (<35 weeks' GA) and found that the teacher-completed Global School Adaptation (GSA) score correlated with Intelligence Quotients in children at 5 years of age, demonstrating the validity of the GSA for detecting school difficulties and neurodevelopmental impairment. …”

Section: Introductionmentioning

confidence: 99%

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Predictive Value of the Parent-Completed ASQ for School Difficulties in Preterm-Born Children <35 Weeks' GA at Five Years of Age

Halbwachs¹,

Müller²,

Gascoin³

et al. 2014

Neonatology

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Background: Preterm infants are at greater risk of developmental impairment and require close follow-up for early and optimal care. Objectives: The objective of the present study was to determine from which age the parental Ages and Stages Questionnaire (ASQ) allows detection of school difficulties in preterm children <35 weeks' gestational age. Methods: Preterm children from the regional Loire Infant Follow-up Team network were evaluated with the Global School Adaptation (GSA) assessment tool at 5 years of age and at least one parental-completed ASQ at 18, 24, or 36 months. Children belonging to the first decile of the GSA score (<38) were considered to have severe school difficulties. Using overall ASQ scores as continuous variables, receiver operating characteristic (ROC) curves were generated at every age in order to identify preterm children with severe school difficulties. Results: GSA scores were obtained in 1,775 infants at 5 years of age, and at least one ASQ score at 18, 24, or 36 months was completed. Upon ROC analysis, we observed that the 18-, 24-, and 36-month ASQ scores produced respective area under the ROC curve values of 0.66 (0.64-0.69), 0.72 (0.70-0.75), and 0.77 (0.75-0.80) for predicting a GSA score in the first decile. An ASQ cutoff value of 255 at 36 months showed optimal discriminatory power for identifying significant school difficulties at 5 years of age. Conclusions: The 36-month ASQ is a simple and cost-effective tool that can be employed to help predict future severe school difficulties at 5 years of age in preterm-born children.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Predictive Value of the Parent-Completed ASQ for School Difficulties in Preterm-Born Children <35 Weeks' GA at Five Years of Age

Halbwachs¹,

Müller²,

Gascoin³

et al. 2014

Neonatology

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“…Les enquêtes de satisfaction auprès des parents [12] (non développé ici) et des professionnels (non publié) ont montré des résultats encourageants pour la poursuite du réseau. Parmi les travaux publiés, on trouve l'intérêt de l'examen à terme pour le pronostic des prématurés [13], les résultats du questionnaire instituteur [7], et la valeur de l'ASQ rempli par les parents à 2 ou à 5 ans en comparaison avec le QD ou le QI [11,14]. L'intérêt du suivi jusqu'à 7 ans est important et a été mis en place dans le réseau à partir de 2013 ; il permet de suivre des enfants accomplissant le cours prépa-ratoire (CP) et ainsi de dépister, en lien avec les parents et éventuellement les enseignants, les troubles d'apprentissage (les « dys » qui s'appliquent à la dyslexie, dyscalculie, dyspraxie.…”

Section: Discussionunclassified

“…5illustre le lien entre ASQ et âge gestationnel. Le questionnaire « instituteur » a été publié antérieurement[7].…”

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Réseau de suivi des enfants vulnérables dans les Pays de la Loire (Grandir Ensemble – Cohorte LIFT) : dix ans d’activité de 2003 à 2013

Branger¹,

Rouger²,

Berlie³

et al. 2015

Archives de Pédiatrie

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School-entry age and academic difficulties at 7 years of age in children born very preterm: A call for age-corrected schooling

Roze,

Apprioual,

Morgan

et al. 2024

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The Global School Adaptation Score: A New Neurodevelopmental Assessment Tool for Very Preterm Children at Five Years of Age

Cited by 19 publications

References 27 publications

Predictive Value of the Parent-Completed ASQ for School Difficulties in Preterm-Born Children <35 Weeks' GA at Five Years of Age

Predictive Value of the Parent-Completed ASQ for School Difficulties in Preterm-Born Children <35 Weeks' GA at Five Years of Age

Réseau de suivi des enfants vulnérables dans les Pays de la Loire (Grandir Ensemble – Cohorte LIFT) : dix ans d’activité de 2003 à 2013

School-entry age and academic difficulties at 7 years of age in children born very preterm: A call for age-corrected schooling

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