TY - JOUR
T1 - Readiness and adjustments to school of children with intrauterine growth restriction (IUGR) - An extreme test case paradigm
AU - Geva, R.
AU - Yosipof, R.
AU - Eshel, R.
AU - Leitner, Y.
AU - Fattal-Valevski, A.
AU - Harel, S.
PY - 2009
Y1 - 2009
N2 - This long-term, prospective study evaluated repeatedly school readiness and adjustment
at kindergarten and first grade of children with extreme intrauterine growth restriction (IUGR; n
= 20) in relation to controls (n = 19). Methods included individual testing of cognitive competence,
self-perception, motivation, loneliness and academic achievements; parental anxiety and
family-functioning; and teacher ratings of cognitive, emotional and social adjustment. Children
with IUGR had lower cognitive and achievement scores and frequent impulsivity. However, they
experienced no socio-emotional difficulties. Children in this group, particularly boys, who had
mild cognitive difficulties, rule breaking tendencies and social adjustment issues experienced academic
adjustment difficulties during the first school year. Findings underscore a susceptibility of
children born with extreme IUGR to develop learning difficulties, and highlight their initial socioemotional
resilience.
AB - This long-term, prospective study evaluated repeatedly school readiness and adjustment
at kindergarten and first grade of children with extreme intrauterine growth restriction (IUGR; n
= 20) in relation to controls (n = 19). Methods included individual testing of cognitive competence,
self-perception, motivation, loneliness and academic achievements; parental anxiety and
family-functioning; and teacher ratings of cognitive, emotional and social adjustment. Children
with IUGR had lower cognitive and achievement scores and frequent impulsivity. However, they
experienced no socio-emotional difficulties. Children in this group, particularly boys, who had
mild cognitive difficulties, rule breaking tendencies and social adjustment issues experienced academic
adjustment difficulties during the first school year. Findings underscore a susceptibility of
children born with extreme IUGR to develop learning difficulties, and highlight their initial socioemotional
resilience.
UR - https://www.researchgate.net/profile/Ronny_Geva2/publication/232724956_Readiness_and_Adjustments_to_School_for_Children_With_Intrauterine_Growth_Restriction_%28IUGR%29_An_Extreme_Test_Case_Paradigm/links/09e41509109099c040000000.pdf
M3 - Article
SN - 0014-4029
VL - 75
SP - 211
EP - 230
JO - Exceptional Children
JF - Exceptional Children
IS - 2
ER -