Developmental and Behavioral Performance of Internationally Adopted Preschoolers: A Pilot Study

Autor/inn/en	Jacobs, Emma; Miller, Laurie C.; Tirella, Linda G.
Titel	Developmental and Behavioral Performance of Internationally Adopted Preschoolers: A Pilot Study
Quelle	In: Child Psychiatry and Human Development, 41 (2010) 1, S.15-29 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-398X
DOI	10.1007/s10578-009-0149-6
Schlagwörter	Listening Comprehension; School Readiness; Standardized Tests; At Risk Students; Interviews; Parents; Expressive Language; Language Skills; Language Acquisition; Child Care; Adoption; Preschool Children; Developmental Stages; Child Development; Child Behavior; Developmental Delays; Psychomotor Skills; Attention; Cognitive Processes; Visual Perception; Perceptual Development; Hyperactivity; Age Differences; Predictor Variables; Self Control; Emotional Development + Suchen Sie Ihr Suchwort? Hörverständnis; Readiness for school; School ability; Schulreife; Standadised tests; Standardisierter Test; Interviewing; Interviewtechnik; Eltern; Language skill; Sprachkompetenz; Sprachaneignung; Spracherwerb; Kinderfürsorge; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Entwicklungsverzögerung; Psychomotorische Aktivität; Aufmerksamkeit; Cognitive process; Kognitiver Prozess; Visuelle Wahrnehmung; Wahrnehmungsentwicklung; Hyperaktivität; Age; Difference; Age difference; Altersunterschied; Prädiktor; Selbstbeherrschung; Gefühlsbildung
Abstract	Most international adoptees (IA) have rapid catch-up of the delays common at arrival. However, it is not known whether development at arrival predicts later abilities or school readiness. Therefore, we comprehensively evaluated language, fine motor, visual reception (VR), executive function (EF), attention (ATT), and sensory skills (SS) in IA preschoolers. We hypothesized that pre-adoptive risk factors, development at arrival, and the post-adoptive environment (time in day care) would predict developmental and behavioral outcomes and school readiness. 37 IA (12M:25F), currently age 4-5 years and previously seen in our clinic (mean arrival age 12 months), were evaluated with standardized tests of development, language, EF, ATT, and SS, along with demographic information, parent interview, and review of arrival clinic records. Fine motor and VR skills at arrival ranged from average to very below average. At followup, most IA were average or above average in fine motor, VR, and language skills, but many had concerning scores for ATT (42%), EF (11%) and SS (48%). Arrival expressive language "T" scores (Mullen) predicted follow-up scores for expressive language (PLS-4, r = 0.44, p = 0.005). Arrival fine motor scores (Mullen) correlated with follow-up auditory comprehension scores (PLS-4, r = 0.47, p = 0.002) and inversely with inattention scores (Conners', r = -0.48, p = 0.003). Arrival visual reception scores correlated inversely with global measures of attention (Conners' opposition r = -0.45, p = 0.005, ADHD scores r = -0.49, p = 0.002, and to a lesser extent hyperactivity r = -0.35, p = 0.03). Age at arrival was a very strong predictor of many of the outcome measures tested, including language performance, attention regulation, executive function, and sensory processing. Children who spent more time in daycare had significantly more difficulty with emotional control (p = 0.005). Although IA have good catch-up in specific areas of development, difficulties with ATT regulation, EF, and sensory processing may increase the risk of later school problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10