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Gestational age, parent education, and education in adulthood
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Associations between language difficulties, peer victimization, and bully perpetration from 3 through 8 years of age : results From a population-based study
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Performance of the German version of the PARCA-R questionnaire as a developmental screening tool in two-year-old very preterm infants
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In: ISSN: 1932-6203 ; PLOS ONE, Vol. 15, No 9 (2020) P. e0236289 (2020)
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Hippocampal subfield volumes are nonspecifically reduced in premature‐born adults
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In: Hum Brain Mapp (2020)
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Hippocampal subfield volumes are nonspecifically reduced in premature‐born adults
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Standardisation of the Parent Report of Children’s Abilities-Revised (PARCA-R): a norm-referenced assessment of cognitive and language development at 2 years of age
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Abstract:
The file associated with this record is under embargo until 6 months after publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above. ; Background: To develop age- and sex-standardised scores for the Parent Report of Children’s Abilities-Revised (PARCA-R) in order to assess children’s cognitive and language development at 24 to 27 months of age. Methods: Anonymised data from PARCA-R questionnaires completed by parents of 2 yearold children in three previous studies were obtained to form a standardisation sample (n=6402) representative of the UK general population. Anonymised data were obtained from three further studies to assess the external validity (n=709) and clinical validity (n=1456) of the standardised scores. The L(lamda)M(mu)S(sigma) method was used to develop age- and sex-specific standardised scores for three scales (non-verbal cognitive development; language development; total Parent Report Composite (PRC)) for children in four 1-month age bands spanning 23·5 to 27·5 months of age. Findings: For all PARCA-R scales, mean (SD) standardised scores approximated 100 (15) in both sexes and all age groups. These were independent of socio-economic status. Standardised scores were close to 100 (15) in the external validation sample, demonstrating the validity of the scores. Children born very preterm or with neonatal sepsis had, respectively, standardised scores for the total PRC scale 0.47 SD and 0.73 SD lower on average than the normative mean. These were equivalent to a standardised score of 93 (95% Confidence interval (CI): 91 to 94) and 89 (95% CI: 88 to 91) respectively, thus demonstrating clinical validity. Interpretation: The PARCA-R provides a norm-referenced, standardised assessment of cognitive and language development at 24-27 months of age. The questionnaire is available non-commercially with translations currently available in 14 languages, thus providing clinicians and researchers with a cost-effective tool for assessing development and identifying children with delay. ; This study was funded by Action Medical Research (Ref: GN2580) ; Peer-reviewed ; Post-print
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Keyword:
; language development; cognitive development; developmental assessment; parent report; screening
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URL: https://doi.org/10.1016/S2352-4642(19)30189-0
https://www.sciencedirect.com/science/article/abs/pii/S2352464219301890
http://hdl.handle.net/2381/44295
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Standardisation of the Parent Report of Children's Abilities–Revised (PARCA-R) : a norm-referenced assessment of cognitive and language development at age 2 years
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Head growth and intelligence from birth to adulthood in very preterm and term born individuals
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Resilienz im Vorschulalter: wie stark kann die familiäre Leseumwelt biologische und soziokulturelle Entwicklungsrisiken kompensieren?
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In: Zeitschrift für Familienforschung ; 24 ; 2 ; 148-159 ; Frühe Förderung in der Familie (2015)
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A parent questionnaire for developmental screening in infants born late and moderately preterm
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Effects of gestational age at birth on cognitive performance : a function of cognitive workload demands
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Resilienz im Vorschulalter: Wie stark kann die familiäre Leseumwelt biologische und soziokulturelle Entwicklungsrisiken kompensieren? ...
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Resilience in preschool children : to what degree can a stimulating home literacy environment compensate biological and socio-cultural adversity?
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Educational outcomes in extremely preterm children : neuropsychological correlates and predictors of attainment
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Specific language difficulties and school achievement in children born at 25 weeks of gestation or less
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