Battelle Developmental Inventory Research Articles

Predictors of early child development for screening pregnant women most in need of support in Brazil.

Home visiting programmes can support child development and reduce inequalities, but failure to identify the most vulnerable families can undermine such efforts. We examined whether there are strong predictors of poor child development that could be used to screen pregnant women in primary health care settings to target early interventions in a Brazilian population. Considering selected predictors, we assessed coverage and focus of a large-scale home visiting programme named Primeira Infância Melhor (PIM). We undertook a prospective cohort study on 3603 children whom we followed from gestation to age four years. We then used 27 potential socioeconomic, psychosocial, and clinical risk factors measurable during pregnancy to predict child development, which was assessed by the Battelle Developmental Inventory (BDI) at the age of four years. We compared the results from a Bonferroni-adjusted conditional inference tree with exploratory linear regression and principal component analysis (PCA), and we conducted external validation using data from a second cohort from the same population. Lastly, we assessed PIM coverage and focus by linking 2015 cohort data with PIM databases. The decision tree analyses identified maternal schooling as the most important variable for predicting BDI, followed by paternal schooling. Based on these variables, a group of 214 children who had the lowest mean BDI (BDI = -0.48; 95% confidence interval (CI) = -0.63, -0.33) was defined by mothers with ≤5 years and fathers with ≤4 years of schooling. Maternal and paternal schooling were also the strongest predictors in the exploratory analysis using regression and PCA, showing linear associations with the outcome. However, their capacity to explain outcome variance was low, with an adjusted R2 of 5.3% and an area under the receiver operating characteristic curve of 0.62 (95% CI = 0.60, 0.64). External validation showed consistent results. We also provided an online screening tool using parental schooling data to support programme's targeting. PIM coverage during pregnancy was low, but the focus was adequate, especially among families with longer enrolment, indicating families most in need received higher dosage. Information on maternal and paternal schooling can improve the focus of home visiting programmes if used for initial population-level screening of pregnant women in Brazil. However, enrolment decisions require complementary information on parental resources and direct interactions with families to jointly decide on inclusion.

Developmental Profile in Children Aged 3-6 Years: Down Syndrome vs. Autism Spectrum Disorder.

This research aims to compare the developmental profiles of children with autism spectrum disorder (ASD) and children with Down Syndrome (DS) between the ages of 3 and 6 years. The study examines whether these developmental disorders share common developmental milestones or exhibit distinctive characteristics. A total of 43 children, 23 with DS and 20 with ASD, participated in the study. Cognitive and language skills were assessed using standardized tools, including the Battelle Developmental Inventory, Reynell Developmental Language Scales III, and NEPSY-II battery. The results indicated that children with ASD outperformed children with DS in the areas of fine motor skills, gross motor skills, and communication. Additionally, children with ASD demonstrated higher scores in language comprehension and expressive language, compared to children with DS. Significant correlations were found between motor skills and communication abilities. Neuropsychological evaluations revealed significant differences between the two groups in various tasks, such as the comprehension of instructions, body part naming and identification, and recognition of emotions. These findings contribute to our understanding of the similarities and differences between ASD and DS, shedding light on the dissociation between cognition and language and its impact on adaptive functioning in these populations.

Effects of prenatal environmental exposure to pesticides on the neurodevelopment of children in the department of Alto Paraná Paraguay at 34-36 months of age

ABSTRACT Prenatal exposure to pesticides of different chemical groups is associated with an increased risk of anthropometric, neurological, and neurodevelopmental alterations in children. The paper reports an evaluation of the neurodevelopmental, nutritional, and sensory status of a group of children belonging to birth cohorts with and without prenatal environmental exposure to pesticides, in the department of Alto Paraná, from a previously published study. A prospective observational study was conducted. The neurodevelopmental status was evaluated with the Battelle Developmental Inventory Screening test (BDIST). The sensory status was assessed through an ophthalmological examination and an otoacoustic emissions test. A total of 100 children aged 34 to 36 months, of whom only 50 were exposed to pesticides during the prenatal period, were included in the study. Results showed that 45% of the children studied had neurodevelopmental impairments. The cognitive area was the most affected (56%) and the risk of abnormal neurodevelopment was 5.6 times higher in children who had been prenatally exposed to pesticides than in the unexposed. Malnourished children were 4 times more likely to have an abnormal BDIST result. Results suggest that prenatal pesticide exposure is an important risk factor for lower neurodevelopment in children at 34 to 36 months of age, adjusted for socioeconomic factors.

Positional Skull Deformities and Neurodevelopmental Delay: Study on 449 Infants

Objective: Provide data on a cross-sectional study of neurodevelopmental delays (NDD) in patients with positional skull deformities (PSD), based on severity and gender, in early childhood. Methods: Neurodevelopment of 449 patients with PSD, with an age range of 3 to 59 months, was assessed with Battelle Developmental Inventory (BDI) tests during and after their cranial orthotic treatment. Data obtained were compared with the anthropometric measurements taken the same day the test was made, and results were grouped by diagnosis and severity, segmented by age group, and split by gender. Results: From 3983 patients with PSD and simple craniosynostosis, 526 accepted to participate and took a total of 1261 BDI tests. Premature patients, patients with neurological diseases or congenital malformations, and tests taken when PSD had been corrected were excluded. The resulting study group was 449 children (123 girls and 326 boys) and 972 BDI tests. Ninety-five percent of tests presented significant NDD (median value, expressed in months) in one or more BDI domains; male patients present larger NDD than do female patients; largest delays were found in brachycephaly and plagiocephaly combined (−7 mo at age range 48–59 mo), scaphocephaly (−3.5 mo at age range 12–17 mo), plagiocephaly (−3.2 mo at age range 12–17 mo). No significant NDD were found in the receptive or cognitive domains. Conclusion: When evaluating PSD, BDI tests, or similar, as well as mixed PSD classification should be considered. Patients with PSD should be monitored by a coordinated set of medical specialists.

Place-Based Child Opportunity at Birth and Child Development from Infancy to Age 4

ObjectiveTo evaluate whether the children’s neighborhood quality, as a measure of place-based social determinants of health, is associated with the odds of developmental delay and developmental performance up to age 4 years. Study DesignMothers of 5702 children from the Upstate KIDS Study, a longitudinal population-based cohort of children born from 2008 through 2010, provided questionnaire data and a subset of 573 children participated in a clinic visit. The Child Opportunity Index 2.0 (COI) was linked to home census tract at birth. Probable developmental delays were assessed by the Ages and Stages Questionnaire© up to 7 times between 4 and 36 months, and developmental performance was assessed via the Battelle Developmental Inventory at age 4 years. ResultsIn unadjusted models, higher neighborhood opportunity was protective against developmental delays and was associated with slightly higher development scores at age 4. After adjusting for family-level confounding variables, ten-point higher COI (on a 100-point scale) remained associated with a lower odds of any developmental delay (OR = .966, 95%CI = .940-.992), and specifically delays in the personal-social domain (OR = .921, 95%CI = .886-.958), as well as better development performance in motor (B = 0.79, 95%CI = 0.11-1.48), personal-social (B = 0.64, 95%CI = 0.003-1.28), and adaptive (B = 0.69, 95%CI = 0.04-1.34) domains at age 4. ConclusionsCommunity-level opportunities are associated with some aspects of child development prior to school entry. A greater understanding of neighborhood quality may be helpful to pediatric providers to inform targeted developmental screening.

Gestational glyphosate exposure and early childhood neurodevelopment in a Puerto Rico birth cohort

IntroductionN-(phosphonomethyl)glycine, or glyphosate, is a non-selective systemic herbicide widely used in agricultural, industrial, and residential settings since 1974. Glyphosate exposure has been inconsistently linked to neurotoxicity in animals, and studies of effects of gestational exposure among humans are scarce. In this study we investigated relationships between prenatal urinary glyphosate analytes and early childhood neurodevelopment. MethodsMother-child pairs from the PROTECT-CRECE birth cohort in Puerto Rico with measures for both maternal urinary glyphosate analytes and child neurodevelopment were included for analysis (n = 143). Spot urine samples were collected 1–3 times throughout pregnancy and analyzed for glyphosate and aminomethylphosphonic acid (AMPA), an environmental degradant of glyphosate. Child neurodevelopment was assessed at 6, 12, and 24 months using the Battelle Developmental Inventory, 2nd edition Spanish (BDI-2), which provides scores for adaptive, personal-social, communication, motor, and cognitive domains. We used multivariable linear regression to examine associations between the geometric mean of maternal urinary glyphosate analytes across pregnancy and BDI-2 scores at each follow-up. Results were expressed as percent change in BDI-2 score per interquartile range increase in exposure. ResultsPrenatal AMPA concentrations were negatively associated with communication domain at 12 months (%change = −5.32; 95%CI: 9.04, −1.61; p = 0.007), and communication subdomain scores at 12 and 24 months. At 24 months, four BDI-2 domains were associated with AMPA: adaptive (%change = −3.15; 95%CI: 6.05, −0.25; p = 0.038), personal-social (%change = −4.37; 95%CI: 7.48, −1.26; p = 0.008), communication (%change = −7.00; 95%CI: 11.75, −2.26; p = 0.005), and cognitive (%change = −4.02; 95%CI: 6.72, −1.32; p = 0.005). Similar trends were observed with GLY concentrations, but most confidence intervals include zero. We found no significant associations at 6 months. ConclusionsOur results suggest that gestational exposure to glyphosate is associated with adverse early neurodevelopment, with more pronounced delays at 24 months. Given glyphosate's wide usage, further investigation into the impact of gestational glyphosate exposure on neurodevelopment is warranted.

Early Communicative Development in Williams Syndrome: A Longitudinal Case Study.

Individuals with Williams Syndrome (WS) have a specific and atypical neuropsychological profile, where language is above what is expected for their mental age, although it shows a late onset. There exists only one longitudinal study in infants younger than 20 months old with WS about early language precursors (joint attention, referential and instrumental behaviors, pointing gesture, verbal tags). The aim of this investigation is to evaluate these precursors in a baby with WS (8 to 18 months). Seven sessions of systematic observation were performed (six at baby's home, one at the Early Childhood Assistance center). The Battelle Developmental Inventory was used to evaluate the baby's development in two occasions (12 and 18 months). The results show an atypical development, and he is 5-6 months under what is expected for his chronological age. Attention towards objects prevails over preference for faces, but this one tends to increase. The pointing gesture does not emerge at the end of the observation period and therefore follows the first words that appear. The implications for the comprehension of the early linguistic profile in WS are discussed, as well as the implications for specific intervention strategies in the context of early childhood care.

Family-centered approach in Early Childhood Intervention of a vulnerable population from an Ecuadorian rural context.

Studies about the implementation of the Family Centered Practices approach in Early Childhood Intervention refer as outcomes that have an impact on the Quality of Family Life, on children's development, and also on family empowerment. In Ecuador, despite an absence of Early Childhood Intervention policies and programs, a university has developed training in Family Centered Practices for graduate students. A formative component is to implement a Routines Based Model with families of children with disabilities. The aim of the study is to analyze the impact on the Family Quality of Life, children's development and self-perceived competence of families after the Routines Based Model has been implemented in their natural environment. Eight families from a rural area and their children with disabilities were included in the study. The Family Quality of Life Scale-Early Childhood Intervention and the Screening of the Battelle Developmental Inventory were applied at the beginning and end of the process. A qualitative interview established the family perspective upon the outcomes in their family and their children. There is evidence of a significant increase in the families' Quality of Life and in the children's development at the end of the process. At the interview the families declared themselves more competent to understand and contribute to the development of their children. The results provide knowledge of the implementation of a Routine Based Model in vulnerable contexts. Also contributes in the understanding of the family perspective on the outcomes and perceived benefits for the children and the family itself as a measure of quality of the intervention and training. Implications of the results for initial and ongoing training of early care professionals with vulnerable populations are discussed.

Cross-sectional and prospective associations between screen time and childhood neurodevelopment in two Brazilian cohorts born 11 years apart.

The aim of this study was to investigate the associations between screen time from ages 2 to 4 years and child neurodevelopment at age 4. The participants were from the 2004 (N = 3787) and 2015 (N = 3604) Pelotas (Brazil) birth cohort studies. Childhood neurodevelopment was assessed at age 4 using the Battelle Development Inventory. The time children spent on screen devices was reported by their guardians at ages 2 and 4years. Linear regression models were used to investigate the association of: (i) time spent on television at ages 2 and 4years; (ii) time spent on other screens at age 4; and (iii) total screen time at age 4 (television + other screens) with childhood neurodevelopment at age 4. Average daily screen time among children born in 2004 and those born in 2005 aged 4years were 3.4 (SD: 2.4) and 4.4h (SD: 2.9), respectively. Overall, few associations of very small magnitude between screen time and child neurodevelopment were observed. Television time at 2 years of age was statistically associated with lower neurodevelopment at 4 years of age in the 2015 cohort (β = -0.30, 95%CI = -0.55; -0.05). Conversely, television time (β = 0.17, 95%CI = 0.07, 0.26) and total screen time (β = 0.22, 95%CI = 0.13, 0.31) at age 4 were associated with higher neurodevelopment at age 4 in the 2004 cohort. The findings of this study suggest that the amount of time spent on screen devices might not be associated with neurodevelopment of children under 5 years of age. The small magnitude and inconsistencies in the direction of associations did not find evidence to support the current guidelines for screen time at this age. Therefore, more studies, especially those with longitudinal data, are important to comprehend the true effect of screen time on neurodevelopment and other health outcomes.

Patterns and Correlates of Developmental Profiles Using the Battelle Developmental Inventory Among Children in Early Intervention

This study aimed to replicate and extend findings from the only known study that has conducted latent profile analysis of developmental profiles, measured by the Battelle Developmental Inventory, for children in Early Intervention (EI). Children ( N = 57,966) who were enrolled in Massachusetts EI sites between 2011 and 2019 and completed a Battelle assessment at EI entry were included. Replicating previous findings, child Battelle profiles were best classified with four latent classes which were largely consistent with previously observed patterns (i.e., domain means within/between classes). Classes were labeled: “Marked communication delay, relative motor strength,” “Communication delay, and average motor functioning,” “Cognitive and motor delays, relative adaptive strength,” and “Consistent mild delays.” We described associations between class and sociodemographic factors and autism spectrum disorder (ASD) diagnosis. We found large effects of age and ASD. Two profiles that demonstrated communication delays were associated with older age. The “Marked communication delay” profile was associated with an elevated likelihood of ASD. Results suggest that Battelle developmental profiles may be an additional indicator to improve the identification of ASD in community settings and that profile membership could guide tailored interventions for specific developmental needs. Continued research will help determine whether class membership is stable and associated with differential response to EI.

Factors associated with cognitive and communication delay in children aged 0 to 3 years using the Battelle-Developmental Inventory, 2nd edition

Background The first years of life are crucial in cognitive and communication development. Delayed functional development impedes children’s future academic and occupational performance. Therefore, early detection is important for effective resolution in order to minimize further impairment.
 Objective To evaluate cognitive and communication developmental delay in children under 3 years of age in Jakarta using the Battelle Developmental Inventory, 2nd edition (BDI-2).
 Methods A cross-sectional study was conducted in Jakarta in 2020, including children aged under 3 years of age without chronic medical conditions that hinder cognitive and speech function. We collected subjects’ demographic characteristics, evaluated their communication and cognitive development using the BDI-2, and analyzed for risk factors of delays.
 Results Of 121 children, 34 (28.1%) had cognitive delay and 21 (17.4%) had communication delay. Bivariate analysis revealed that male gender (P=0.048) and non-exclusive breastfeeding (P=0.003) were significantly associated with communication delay, while only male gender was associated with cognitive delay (P=0.015). Multivariate analysis revealed that significant risk factors for communication delay were male gender (P=0.043) and non-exclusive breastfeeding (P=0.023).
 Conclusion Male gender and non-exclusive breastfeeding are significant risk factors for delayed communication development, and only male gender was a significant risk factor for cognitive delay. Socioeconomic status, primary caregiver, and breastfeeding duration, were not found to be risk factors for delays.

Natural history and mid-term neurodevelopmental outcome of fetuses with isolated mild ventriculomegaly diagnosed in the second half of pregnancy

Introduction Prenatal diagnosis and counseling of isolated ventriculomegaly (VM) represent a considerable challenge. We aimed to analyze the intrauterine evolution, associated anomalies, and neurodevelopmental outcome using the Battelle Development Inventory (BDI) of fetuses with an initial diagnosis of isolated mild VM. Material and methods Retrospective cohort study of fetuses diagnosed with mild isolated VM (10 -12 mm) between 2012 and 2016 in a tertiary hospital. In 2018, parents were invited to complete the structured BDI test for the neurodevelopmental evaluation of their children in five domains (personal-social skills, adaptive behavior, psychomotor ability, communication, and cognition). Results exceeding two standard deviations were considered abnormal and referred to an expert neuropediatrician. Results We identified 43 cases of mild isolated VM. In 5 (11%), structural abnormalities were detected during prenatal follow-up, being related to non-regressive forms (p = .01) and bilateral VM (p = .04). The BDI test was completed by 19/43 (44%). The global score was abnormal in 10/19 (53%). Of them, the neuropediatrician confirmed a neurodevelopmental delay solely in 3 cases that had already been diagnosed with neurological disorders. The most affected domains were gross motor skills (63%), personal-social (63%), and adaptive domains (47%). Communicative and cognitive areas were abnormal in 26% of cases. Conclusion In fetuses with isolated mild VM detected in the second half of pregnancy, 53% had an abnormal BDI test at 2–6 years, but a neurological disorder was only confirmed in the 30% of them.

Longitudinal Associations Between Device-Measured Physical Activity and Early Childhood Neurodevelopment.

The aim of this study was to investigate longitudinal associations between physical activity and early childhood neurodevelopment. Data from 1673 children from the 2015 Pelotas (Brazil) birth cohort study were analyzed. Physical activity was measured using accelerometers on the wrist at ages 1, 2, and 4years. Neurodevelopment was measured using the Battelle Development Inventory at age 4years. Linear regression models were used to test trajectories and cumulative associations of physical activity with child neurodevelopment. Of the 3 physical activity trajectories observed, children in the medium (β = 1.17; 95% confidence interval, 0.25 to 2.10) and high (β = 2.22; 95% confidence interval, 0.61 to 3.82) trajectories showed higher neurodevelopment scores than children in the lower activity trajectory. Cumulative analyses showed that children in the highest tertile of physical activity in all follow-ups presented a mean neurodevelopment score 4.57 (95% confidence interval, 2.63 to 6.51) higher than children in the lowest tertile in all follow-ups. All analyses showed a dose-response characteristic of association, with higher physical activity indicating higher neurodevelopment scores. Physical activity may be an important predictor of neurodevelopment through early childhood.

Adaptação transcultural do Battelle Developmental Inventory, 2nd Edition para o Brasil

Abstract The Battelle Developmental Inventory, 2nd Edition is a standardized inventory for evaluating the child development from birthto seven years, 11 months old. The objective of this article is to describe the process of cross-cultural adaptation of the Battelle Developmental Inventory, 2nd Edition Protocolto Portuguese-Brazil. This methodological study was conducted in three steps: 1) Pre-condition; 2) Test development; and 3) Evaluation of content validity. Adjustments were performed in the formulation of some items, as well as in the stimuli for structured application of the Brazilian version of Battelle Developmental Inventory, 2nd Edition. Compared to the original version, the Brazilian version showed good semantic, idiomatic, experiential, conceptual, and operational equivalences, as well as excellent content validity indexes. This adapted version of the Battelle Developmental Inventory, 2nd Edition for Brazil can be considered aviableinstrument for the usewith a Brazilian infant and child population.

Analysis of the theory of mind indicators in children from different baby home social-emotional environment

This study examined whether the structure of the theory of mind indicators in the group of institutionalized children would be associated with differences of social-emotional environment in two Russian Baby Homes (BHs), one of which received Training plus Structural Changes (T+SC) intervention, that increased caregiver sensitivity and consistency, the other continued to conduct baseness as usial (No Intervention, NoI) and defined as social-emotionally depriving. The relevant to the theory of mind items of the personal-social scale of the Battelle Developmental Inventory were selected and used to assess children in T+SC (N=70; M=2.37, SD=1.01 years) and NoI (N=50; M=2.18, SD=0.92 years). Results suggested between-group differences in the factor structure for the theory of mind indicators. The main factor for children from NoI reflected development of self-understanding in combination with understanding of adults and peers, while for children from T+SC — of self-understanding in combination with understanding of adults, which might be due to opportunity for children to live in the small size group and interact with more sensitive and consistent primary caregivers. The second factor in both BHs revealed development by children understanding of peer interactions and feelings, and difference between BHs was that for children from depriving NoI environment such understanding was combined with understanding of caregivers’ instructions and rules. Results suggest that children’s environment shapes their theory of mind and that positive changes in institutional caregiving can have some benefits in children’s self-understanding and understanding of other people.

Анализ показателей модели психического у детей в биологических семьях и доме ребенка

The current study addressed the role of different social contexts in theory of mind development, specifically whether the structure of the theory of mind indicators in the group of institutionalized children was different from the structure of indicators in the group of children from biological families. The relevant to the theory of mind items of the personal-social scale of the Battelle Developmental Inventory (Newborg et al., 1988) provided by expert assessors in communication with primary caregivers were used to assess young children reared in so-cially-emotionally depriving institutional environment (n = 50; M = 2.18, SD = 0.92 years) and in biological families (n = 50; M = 2.37, SD = 0.92 years). Results suggested between-group differences in the factor structure for the theory of mind indicators. The first factor for rating of children from families reflected competent understanding of the close adult, selfunderstanding, and understanding of peers and feelings towards them, while there was no such combination found in factors for rating of institutionalized children. The findings are discussed in relation to the research data how social environment shapes understanding of mental states by children. Results suggest significant difficulties in the complex and competent theory of mind formation in institutional socio-emotional environment, and emphasize the need of the training plus structural changes intervention program aimed to improve the sensitivity and consistency of primary caregiving environment for young institutionalized children. The findings indicate that information from primary caregivers might be used to study the theory of mind in children, and that the factor structure of the theory of mind indicators reflects the specificity of children's social-emotional environment.

Feeding Problems as an Indicator of Developmental Delay in Early Childhood

To determine whether feeding problems are indicators of developmental delay. In this prospective longitudinal cohort study, mothers of 3597 children (49% female, 35% multiples) reported on their children's feeding problems and developmental delays (using the Ages and Stages Questionnaire [ASQ]) when children were age 18, 24, and 30months. Average scores of feeding problems were computed at each age, as well as a categorical score indicating a persistently high number of feeding problems ≥90th percentile across time. The Battelle Developmental Inventory, Second Edition (BDI-2) was used to assess development in 5 domains for a subset of children at 4years. In adjusted analyses, feeding problems (per point increase) were increasingly associated with 6 ASQ domains from 18months (OR, 1.30-1.98) to 24months (OR, 2.07-2.69) to 30months (OR, 3.90-5.64). Compared with children who never experienced feeding problems, children who experienced a high number of feeding problems at 1 or 2 time points were more than twice as likely to have a delay on all ASQ domains (OR, 2.10-2.50), and children who experienced a high number of feeding problems at all 3 time points were ≥4-fold more likely to have a delay on all ASQ domains (OR, 3.94-5.05). Children with 1-point higher feeding problems at 30months scored 3-4 points lower in all BDI-2 domains at 4years. Frequent feeding problems, especially those that persist into the third year, could be used to identify children at risk for developmental delay for more targeted screening.

Parental Competencies in Mothers of Infants with Disabilities and their Relationship to Adaptive Behavior and Motor Development

The purpose of the study was to determine the relationship between mothers' parental competencies with the adaptive behavior and motor development of their children with disabilities and to compare parental competencies according to the mother's employment status, the mother's educational level, and family type. The study was empirical following an associative strategy. The sample consisted of 242 biological mothers and their children attending the Early Intervention Program in Lima, Peru, aged between 1 month and 4 years and 9 months. The Positive Parenting Scale (e2p) and the Battelle Developmental Inventory (BDI) were used as measurement instruments. The results show a small positive relationship between global parental competencies and muscle control and attention adaptive behaviors. Linking parental competencies showed a small relationship with motor development and adaptive behavior tasks. On the other hand, parental competencies showed small differences according to the mother's employment status and family type. Finally, the theoretical and practical implications of the study are discussed based on the findings obtained.

QUALITY OF LIFE AND DEVELOPMENTAL CHANGES OF PRETERM INFANTS AT EARLY CHILDHOOD

The developmental and behavioral disabilities remain high in children and in adults who were born preterm. In this case assessment of quality of life and development of preterm infants can be very informative and interesting. This is a prospective longitudinal (at 3, 6, 9 and 12 months) study of preterm birth and term control infants selected from pediatric polyclinics of Yerevan. The quality of life (QL) measures were done with QUALIN questionnaire and the developmental measures with Battelle Developmental Inventory. A total of 71 preterm and 105 term control infants underwent study. Among 71 preterm birth infants, who selected on the study at 3 months, 40 infant's score on the BDI was <–1 SD and 1 infants' score on the BDI was <–2 SD. However, at the age of 12 months 32 of these same children showed a BDI score >85. Parents and pediatricians reported worse QL for of preterm infants compared with control group. At same time parents of preterm infants reported better QL for their children compared with pediatricians. The lowest QL and developmental scores among preterm children were detected at 3 months. Improvement of QL and developmental score was observed in the next age groups.

Children With Autism Spectrum Disorder and Neurodevelopmental Regression Present a Severe Pattern After a Follow-Up at 24 Months.

This study examined the presence of neurodevelopmental regression and its effects on the clinical manifestations and the severity of autism spectrum disorder (ASD) in a group of children with autism compared with those without neurodevelopmental regression at the time of initial classification and subsequently.Methods and Subjects: ASD patients were classified into two subgroups, neurodevelopmental regressive (AMR) and non-regressive (ANMR), using a questionnaire based on the Autism Diagnostic Interview-Revised test. The severity of ASD and neurodevelopment were assessed with the Childhood Autism Rating Scale Test-2, Strengths and Difficulties Questionnaire, and Pervasive Developmental Disorders Behavior Inventory Parent Ratings (PDDBI) and with the Battelle Developmental Inventory tests at the beginning of the study and after 24 months of follow-up. Fifty-two patients aged 2–6 years with ASD were included. Nineteen were classified with AMR, and 33 were classified with ANMR.Results: The AMR subgroup presented greater severity of autistic symptoms and higher autism scores. Additionally, they showed lower overall neurodevelopment. The AMR subgroup at 24 months had poorer scores on the Battelle Developmental Inventory test in the following areas: Total personal/social (p < 0.03), Total Motor (p < 0.04), Expressive (p < 0.01), and Battelle Total (p < 0.04). On the PDDBI test, the AMR subgroup had scores indicating significantly more severe ASD symptoms in the variables: ritual score (p < 0.038), social approach behaviors (p < 0.048), expressive language (p < 0.002), and autism score (p < 0.003).Conclusions: ASD patients exhibited a set of different neurological phenotypes. The AMR and ANMR subgroups presented different clinical manifestations and prognoses in terms of the severity of autistic symptoms and neurodevelopment.