School-Aged Children Born Preterm: Review of Functioning across Multiple Domains and Guidelines for Assessment

Autor/inn/en	Dempsey, Allison G.; Keller-Margulis, Milena; Mire, Sarah; Abrahamson, Catherine; Dutt, Sonia; Llorens, Ashlie; Payan, Anita
Titel	School-Aged Children Born Preterm: Review of Functioning across Multiple Domains and Guidelines for Assessment
Quelle	In: Advances in School Mental Health Promotion, 8 (2015) 1, S.17-28 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1754-730X
DOI	10.1080/1754730X.2014.978117
Schlagwörter	Premature Infants; Guidelines; At Risk Persons; Developmental Disabilities; Identification; Intervention; Learning Problems; Cognitive Ability; Academic Ability; Intelligence Tests; Children; Adults; Evaluation Methods; Literature Reviews; Kaufman Assessment Battery for Children; Wechsler Adult Intelligence Scale; Wide Range Achievement Test; Woodcock Johnson Tests of Achievement; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Frühgeburt; Richtlinien; Risikogruppe; Entwicklungsstörung; Identifikation; Identifizierung; Lernproblem; Denkfähigkeit; Intelligence test; Intelligenztest; Child; Kind; Kinder
Abstract	Children born preterm are at risk for developmental deficits across multiple functional domains. As the rate of survival for preterm infants increases due to medical advancements, a greater understanding is needed for how to meet the needs of this growing population in schools. Because approximately 50-70% of children born preterm require additional services in school, evidence-based assessments that appropriately identify children and guide intervention strategies must be conducted. In addition, the education system must be prepared to provide appropriate support when these children encounter developmental, cognitive, and academic difficulties in the school setting. The purpose of this paper is to provide an overview of the research on children born preterm and delineate guidelines for assessment in the areas of cognitive, academic, and psychosocial functioning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01