Bayley trajectories predict school readiness better than single assessments in formerly very preterm preschoolers.

Background: Development of children born very preterm (VPT) is evaluated using the Bayley Scales of Infant Development. Early Bayley scores may not predict later outcomes. We studied whether VPT Bayley trajectories in the early years predicted school readiness better than single assessments.

Associations of Parental Distress and Behavior with School Readiness in Children Born Very Preterm.

Objective: Children born very preterm (VPT; gestational age [GA] <31 weeks) have robust school readiness difficulties relative to children born full-term (FT; GA ≥37 weeks). This study examined whether four aspects of parental well-being and behavior-distress, harshness, responsiveness and positive control, and cognitive stimulation-were linked to school readiness in a sample of children born VPT <31 weeks GA and whether these characteristics similarly impact VPT and FT children.

Methods: Parents of 4-year-olds born VPT (n = 55) and FT (n = 38) reported on parental distress, behavior, and cognitive stimulation.

Development of the mentalizing network structures and theory of mind in extremely preterm youth.

Adolescents born preterm (<37 weeks of gestation) are at elevated risk for deficits in social cognition and peer relationships. Theory of Mind (ToM) is a complex form of social cognition important for regulating social interactions. ToM and the underlying mentalizing network continue to develop across adolescence.

School Readiness in 4-Year-Old Very Preterm Children.

The aims of this study were to identify the aspects of school readiness that best distinguish very preterm (VPT) preschoolers from full-term (FT) controls, determine the extent to which readiness problems in the VPT group reflected global cognitive weaknesses or more specific deficits, and identify distinct profiles of readiness problems. Fifty-three VPT (gestational age ≤ 30 weeks) 4-year-olds were compared to 38 FT (gestational age ≥ 37 weeks) controls on measures of global cognitive ability, executive function, motor skills, early literacy and numeracy, and psychosocial functioning. Latent class analysis (LCA) was also conducted to identify individual readiness profiles.

Exceeding expectations after perinatal risks for poor development: associations in term- and preterm-born preschoolers.

Objective: To define parenting/social characteristics associated with better-than-expected cognitive and motor outcomes in preschoolers at similar perinatal biological risk-level including various gestational ages at birth (GA) and perinatal complications.

Study Design: Prospective cohort study (n = 87) of children at four years, median GA 29 weeks (IQR 26, 38). Assessments included Differential Ability Scales, Movement Assessment Battery, parenting styles, and social risk scores.

The doctrine of normal tendency in active learning teaching methodology: investigations into probability distributions and averages.

Unlabelled: Traditional lecture and active learning methods of teaching a university course are compared. The particular course is university calculus. The lecture method was applied to two sections of calculus.

Resilience and vulnerability in very preterm 4-year-olds.

The primary goal was to determine the prevalence and correlates of adaptive competence in 51 very preterm (VPT, gestational age ≤30 weeks) 4-year-old children compared to a group of 35 term-born (Term) children of the same age. Adaptive competence, or "resilience" in the VPT group, was defined as age-appropriate scores on tests of early literacy and numeracy and an absence of clinical elevations on parent ratings of problems in behavior and development. Analyses were conducted to compare groups in the prevalence of adaptive competence, determine how adaptively competent VPT children differed from children who were not adaptively competent (i.

Interrelatedness of Children's Psychological and Physiological Responses to Interparental Conflict: A Moderating Role of Harsh Parenting.

Children's psychological and physiological responses to interparental conflict have received considerable attention due to their implications for later adjustment, yet limited research has investigated the interplay between these two response systems. This study investigates patterns of association between children's psychological responses (e.g.