Literaturnachweis - Detailanzeige
| Autor/inn/en | Jensen-Willett, Sandra; Cunha, Andrea; Lobo, Michele A.; Harbourne, Regina; Dusing, Stacey C.; McCoy, Sarah W.; Koziol, Natalie A.; Hsu, Lin-Ya; Marcinowski, Emily C.; Babik, Iryna; An, Mihee; Bovaird, James A. |
|---|---|
| Titel | The Effect of Early-Life Seizures on Cognitive and Motor Development: A Case Series |
| Quelle | 34 (2022), S.425-431 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0898-5669 |
| Schlagwörter | Seizures; Cognitive Development; Motor Development; Child Development; Infants; Problem Solving; Early Intervention; Play; Washington (Seattle); Virginia (Richmond); Delaware; Pennsylvania (Pittsburgh); Nebraska (Omaha); Bayley Scales of Infant Development |
| Abstract | Purpose: This case series documents developmental changes over time and in response to a novel intervention, Sitting Together and Reaching to Play (START-Play), in children with early-life seizures. Methods: Thirteen children with early-life seizures were included from a subset of participants in the START-Play multisite, randomized controlled trial. Seven received 3 months of twice weekly START-Play intervention; 6 continued with usual care early intervention. Bayley Scales of Infant Development-III (Cognitive Composite), Gross Motor Function Measure-66 Item Set, Assessment of Problem-Solving in Play, and reaching assessments were administered at baseline, 3, 6, and 12 months postbaseline. Change scores are reported at 3 and 12 months postbaseline. Results: Over time, plateau or decline was noted in standardized cognition measures; motor development improved or was stable. Children receiving START-Play showed positive trends in problem-solving (71.4%) and reaching behaviors (57.2%). Conclusions: Interventions such as START-Play that combine motor and cognitive constructs may benefit children with early-life seizures. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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