British Ability Scales Research Articles

Verbal and non-verbal skills in early childhood: dimensionality, developmental trajectories, and gender differences.

This study examines the dimensionality of and relationships between two subscales from the British Ability Scales - Third Edition, measuring verbal (expressive vocabulary) and non-verbal (reasoning) cognitive skills for toddlers (age three) and preschoolers (age five), in a Norwegian context across genders. Descriptive statistics revealed item selection criteria that included specific items within each subscale. Subsequently, Confirmatory Factor Analysis established the subscales' dimensionality (Naming Vocabulary and Picture Similarities; N = 1094) and confirmed measurement invariance across genders. Further, the relationships between the verbal and non-verbal factors were investigated using correlation analysis and Structural Equation Modeling. The findings revealed that the verbal factor at age three strongly predicted the verbal factor at age five and significantly influenced the non-verbal factor at age five. The non-verbal factor at age three exhibited a moderate predictive relationship with the non-verbal factor at age five, and did not significantly predict the verbal factor at age five. In terms of gender differences, girls showed higher scores on the verbal factor at age three, and a stronger correlation between the non-verbal factor at age three and the verbal factor at age five. In summary, this research provides valuable insights into cognitive skill measurement and development in a Norwegian context and highlights possible variations across gender. The study's findings, limitations, and implications are discussed.

Mediating mechanisms of the relationship between exposure to deprivation and threat during childhood and adolescent psychopathology: evidence from the Millennium Cohort Study

The key aim of our study was to examine pathways from exposure to childhood adversities (i.e., deprivation and threat) to adolescent psychopathology. The assessed mediating mechanisms included cognitive ability and emotion regulation, as proposed by the Dimensional Model of Adversity and Psychopathology (DMAP). The study comprised participants from the nationally representative Millennium Cohort Study. Latent scores for deprivation and threat were derived using confirmatory factor analysis from indicators collected when participants were at age of 9 months, 3 and 5 years. Cognitive ability was measured using the Verbal Similarities subscale of the British Ability Scales II at age 11, and emotion regulation was measured using emotion dysregulation subscale of the Child Social Behavioural Questionnaire at age 7. Psychopathology, defined as psychological distress, was assessed using the Kessler 6 scale at age 17. We conducted causal mediation analysis adjusting for multiple confounding factors. We did not find total effect of either exposure to deprivation or threat on psychological distress, but we did find significant indirect effects of exposure to deprivation on psychological distress via cognitive ability (− 0.11, 95% CI − 0.20 to − 0.05) and emotion regulation (0.03, 0.02 to 0.12), and exposure to threat on psychological distress via cognitive ability (− 0.04, − 0.07 to − 0.01) and emotion regulation (0.09, 0.03 to 0.15). The lack of associations between deprivation or threat and psychological distress may be due to reporting bias or developmental period of psychopathology. Results of mediation analysis partially support the DMAP but indicate limited benefits to reduce adolescent psychological distress by targeting cognitive ability or emotion regulation to those exposed to childhood adversities.

Associations of screen use with cognitive development in early childhood: the ELFE birth cohort.

The associations of screen use with children's cognition are not well evidenced and recent, large, longitudinal studies are needed. We aimed to assess the associations between screen use and cognitive development in the French nationwide birth cohort. Time and context of screen use were reported by parents at ages 2, 3.5 and 5.5. Vocabulary, non-verbal reasoning and general cognitive development were assessed with the MacArthur-Bates Communicative Development Inventory (MB) at age 2, the Picture Similarities subtest from the British Ability Scales (PS) at age 3.5 and the Child Development Inventory (CDI) at ages 3.5 and 5.5. Outcome variables were age-adjusted and standardized (mean = 100, SD = 15). Multiple imputations were performed among children (N = 13,763) with ≥1 screen use information and ≥1 cognitive measures. Cross-sectional and longitudinal associations between screen use and cognitive development were assessed by linear regression models adjusted for sociodemographic and birth factors related to the family and children, and children's lifestyle factors competing with screen use. Baseline cognitive scores were further considered in longitudinal analysis. TV-on during family meals at age 2, not screen time, was associated with lower MB scores at age 2 (β [95% CI] = -1.67 [-2.21, -1.13]) and CDI scores at age 3.5 (-0.82 [-1.31, -0.33]). In cross-sectional analysis, screen time was negatively associated with CDI scores at ages 3.5 (-0.67 [-0.94, -0.40]) and 5.5 (-0.47 [-0.77, -0.16]), and, in contrast, was positively associated with PS scores (0.39 [0.07, 0.71]) at age 3.5. Screen time at age 3.5 years was not associated with CDI scores at age 5.5 years. Our study found weak associations of screen use with cognition after controlling for sociodemographic and children's birth factors and lifestyle confounders, and suggests that the context of screen use matters, not solely screen time, in children's cognitive development.

Hydrolysed proteins in infant formula and child neurodevelopment up to the age of 3·5 years: the nationwide Étude Longitudinale Française depuis l'Enfance (ELFE) birth cohort.

While breast-feeding is the recommended feeding mode in infancy, rates are low in some Western societies, and infants are widely fed formula. France, in particular, shows high rates of infant formula use, including formulas with protein hydrolysates. The degree of protein hydrolysis has previously been associated with neurodevelopmental outcomes. The present study examines the associations between the protein's hydrolysis degree in infant formula and child neurodevelopment up to 3·5 years of age in the French nationwide Étude Longitudinale Française depuis l'Enfance (ELFE study). Parents reported on brand and name of the formula used at 2 months, and protein hydrolysis degree was derived from the ingredient list. Analyses were based on 6979 infants (92·2, 6·8 and 1 % consuming non-hydrolysed, partially and extensively hydrolysed formulas, respectively). Neurodevelopment was assessed at age 1 and 3·5 years with the Child Development Inventory (CDI), at age 2 years with the MacArthur-Bates Communicative Development Inventories and at age 3·5 years with the Picture Similarities sub-scale (British Ability Scales). Associations between protein hydrolysis degree and child neurodevelopment were assessed using linear and logistic regression for overall scores and poor CDI sub-domain scores (<25th centile), respectively. Among formula-fed infants, protein hydrolysis degree in infant formula was not associated with overall neurodevelopmental scores up to 3·5 years. Some associations were found with the motor skills CDI sub-domain, but they were not consistent at 1 and 3·5 years as well as across sensitivity analyses. The use of hydrolysed formula appears safe in terms of overall neurodevelopment, and research should further investigate specific neurodevelopmental domains.

Short stature and language development in the United Kingdom: a longitudinal analysis of children from the Millennium Cohort Study

Background In low- and middle-income countries, poverty and impaired growth prevent children from meeting their cognitive developmental potential. There are few studies investigating these relationships in high-income settings.MethodsParticipants were 12,536 children born between 2000 and 2002 in the UK and participating in the Millennium Cohort Study (MCS). Short stature was defined as having a height-for-age 2 or more standard deviations below the median (≤ − 2 SDS) at age 3 years. Standardized British Abilities Scales II (BAS II) language measures, used to assess language development at ages 3, 5, 7 and 11 years, were the main outcome assessed.ResultsChildren with short stature at age 3 years (4.1%) had language development scores that were consistently lower from ages 3 to 11 years (− 0.26 standard deviations (SD) (95% CI − 0.37, − 0.15)). This effect was attenuated but remained significant after adjustment for covariates. Trajectory analysis produced four distinct patterns of language development scores (low-declining, low-improving, average and high). Multinomial logistic regression models showed that children with short stature had a higher risk of being in the low-declining group, relative to the average group (relative risk ratio (RRR) = 2.11 (95% CI 1.51, 2.95)). They were also less likely to be in the high-scoring group (RRR = 0.65 (0.52, 0.82)). Children with short stature at age 3 years who had ‘caught up’ by age 5 years (height-for-age ≥ 2 SDS) did not have significantly different scores from children with persistent short stature, but had a higher probability of being in the high-performing group than children without catch-up growth (RRR = 1.84 (1.11, 3.07)).ConclusionsShort stature at age 3 years was associated with lower language development scores at ages 3 to 11 years in UK children. These associations remained significant after adjustment for socioeconomic, child and parental factors.

Longitudinal analysis of cognitive development across childhood and adolescence: evidence from the UK Millennium Cohort Study

BackgroundPoor cognitive ability in childhood may lead to poor outcomes across the life course. Thus, isolating clusters of children who share similar trajectories of cognitive development across the childhood developmental stages will facilitate the development of more precise interventions. This study sought to identify trajectories of cognitive development across childhood and early-adolescence. We then aimed to assess associations of these trajectories with demographic factors, socioeconomic circumstances, parenting and school environment. MethodWe used data from the UK Millennium Cohort study on 11564 children aged between 3 and 14 years. Cognitive development was assessed through standard cognition tests administered individually to cohort members at ages 3, 5, 7, 11, and 14 years. The British Ability Scales II tests were used at ages 3–11 years and a word activity test at age 14 years. Standardised test scores were used to classify children into two groups to create a binary measure with children classified as having cognitive problems if they scored –1·25 SDs below the cohort mean. We used a group-based trajectory model to identify trajectories of cognitive development for children. Multinomial regression models were used to assess associations. FindingsFour trajectories were identified: early childhood cognitive problems (719 [6·2%] of sample), late childhood cognitive problems (1084 [9·4%]), persistent cognitive problems (498 [4·3%]) and low cognitive problems (9263 [80·1%]). In the multivariable regression analysis increasing deprivation, low maternal education and low parental involvement with school increased the risk of being in all of the problem groups compared with children with low cognitive problems. Males, being bullied and those of non-White ethnicity had an increased risk of being in the persistent problems group. Males, not being read to and those of non-White ethnicity had an increased risk of being in the early problems group. Females, being bullied and not enjoying school had an increased risk of being in the late problems group. InterpretationDeprivation is associated with cognitive problems throughout childhood. Gender, ethnicity, the school environment, and aspects of parenting are associated with cognitive problems at different stages of childhood. These findings highlight possible targets for interventions. Using a contemporary nationally representative UK cohort, to identify characteristics of children with similar trajectories of cognitive development, strengthens generalisability of findings to inform UK policy. FundingUK National Institute for Health Research Doctoral Research Fellowship Programme.

Maternal diet during pregnancy and child neurodevelopment up to age 3.5 years: the nationwide Étude Longitudinale Française depuis l’Enfance (ELFE) birth cohort

Dietary guidelines available to pregnant women are made to improve maternal health and fetal development. But their adequacy to sustain offspring neurodevelopment has remained understudied. We assessed the association between compliance with nutritional guidelines during pregnancy and neurodevelopment in preschool children. The analyses were based on data for 6780 to 11,278 children from the Étude Longitudinale Française depuis l'Enfance (ELFE) study, a nationwide birth cohort. Maternal diet during the last 3 mo of pregnancy was evaluated at delivery by using a validated 125-item FFQ. From this FFQ, food group consumption, a diet quality score (adapted National Health and Nutrition Program Guideline Score), and a nutrient intake score (Probability of Adequate Nutrient intake based Diet quality index) were calculated and dietary patterns were derived by principal component analysis. Child neurodevelopment was reported by parents at 1 and 3.5 y with the Child Development Inventory (CDI-1, CDI-3.5) and at 2 y with the MacArthur-Bates Communicative Development Inventories (MB-2), and assessed by a trained investigator at 3.5 y with the Picture Similarities test (British Ability Scales, PS-3.5). Associations between maternal diet and child neurodevelopment were assessed by multivariable linear regression models on standardized variables. Higher nutrient intake score was associated with higher neurodevelopmental scores from 1 to 3.5 y (β = 0.04; 95% CI: 0.02, 0.06 for CDI-1; β= 0.03; 95% CI: 0.01, 0.05 for MB-2; and β = 0.03; 95% CI: 0.01, 0.05 for CDI-3.5). Higher fruit and vegetables or fish intake and lower pork-meat products intake were related to higher CDI-3.5 scores (β = 0.03; 95% CI: 0.01, 0.05 for fruit and vegetables; β = 0.03; 95% CI: 0.01, 0.05 for fish; and β = -0.02; 95% CI: -0.04, 0.00 for pork-meat products). A higher score on the processed food pattern was associated with poorer neurodevelopmental score at 1 y (β = -0.05; 95% CI: -0.06, -0.03). Higher diet quality during pregnancy was associated with higher parent-reported neurodevelopmental scores in early childhood. The negative association of pork-meat products consumption with early neurodevelopmental scores needs to be further confirmed.

ABCs and 123s: A large birth cohort study examining the role of the home learning environment in early cognitive development

The aim of this study was to examine the role of different types of home learning activities, such as reading, singing, painting, playing games, and letters and numbers (ABCs and 123 s), in the development of nonverbal reasoning skills in young children. Although much previous research has focused on the role of the home learning environment in the development of language and numeracy skills, few studies have explored other aspects of cognitive development such as nonverbal reasoning. The data were drawn from the Growing Up in Ireland study, a nationally representative longitudinal birth cohort study. We examined whether learning activities were associated with scores on standardized nonverbal reasoning and vocabulary tests of the British Ability Scales in a sample of 9793 3-year-old children. The regression models also controlled for other factors that potentially influence cognitive development such as the parent–child relationship and maternal education. The findings indicate that activities such as reading, games, and painting/drawing have a small but statistically significant association with nonverbal reasoning scores, as well as with vocabulary scores, even after controlling for other factors in the model. Teaching the alphabet or numbers did not make significant contributions to the model. The findings of the study highlight the importance of considering the role of different types of home learning activities, as well as other environmental factors, in different aspects of cognitive development. We consider the implications of the findings for theories of cognitive development and for supporting cognitive development in young children.

Testing the association between the early parent–child relationship and teacher reported socio-emotional difficulties at 11 years: a quantile mediation analysis

The importance of the relationship between socio-emotional difficulties in childhood and adult mental health are well recognised but how such difficulties emerge is less well recognised. Specifically this paper explores the extent of the relationship between parenting beliefs in the first year of the child’s life, parenting skills reported when the child was three years and different quantiles of socio-emotional development recorded by teachers at 11 years. In addition, it explores the extent to which language development at school entry has the potential to mediate these relationships. This paper draws on data from the UK’s Millennium Cohort Study (MCS) to investigate the relation between parenting attitudes when the child was ten months old and parent–child relationship when the child was three years of age to child socio-emotional development measured using the Strengths and Difficulties Questionnaire at 11 years, and the mediating role of naming vocabulary measured on the British Abilities Scales (BAS) at school entry (five years). Unadjusted associations were found for both parental factors on child mental health problems, but this did not hold for parent beliefs once the models were adjusted. The relationships varied in the quantile analysis suggesting that this approach adds to our understanding of these relationships. Vocabulary at school entry mediated the relation to socio-emotional difficulties especially for children with higher levels of mental health problems. Results are discussed in relation to the mechanisms in any intervention to improve mental health outcomes at the end of primary school.

LC-PUFA enrichment in infant formula and neurodevelopment up to age 3.5years in the French nationwide ELFE birth cohort.

For decades, consistent associations between breastfeeding and children's neurodevelopment have been attributed to breastmilk content in long-chain polyunsaturated fatty acids (LC-PUFAs). However, the beneficial effect of LC-PUFA enrichment of infant formula on neurodevelopment remains controversial. This study examined the association of LC-PUFA enrichment of infant formulas with neurodevelopment up to age 3.5years. Analyses were based on 9372 children from the French nationwide ELFE birth cohort. Monthly from 2 to 10months, parents declared their infant's feeding mode, including breastfeeding and the name of the infant formula, which allowed for identifying formulas enriched in arachidonic (ARA), eicosapentaenoic (EPA) and/or docosahexaenoic (DHA) acids. Neurodevelopment was assessed at age 1 and 3.5years with the Child Development Inventory (CDI-1 and CDI-3.5); at 2years with the MacArthur-Bates Communicative Development Inventories (MB-2); and at 3.5years with the Picture Similarities subtest of the British Ability Scale (BAS-3.5). Associations were assessed by linear regression adjusted for any breastfeeding duration and main confounding factors, including socioeconomic characteristics. One-third of formula-fed infants consumed LC-PUFA-enriched formulas. Most of these formulas were enriched in both DHA and ARA, and about 10% of infants consumed formula further enriched in EPA. LC-PUFA enrichment of infant formula was not associated with neurodevelopmental scores at age 1 (CDI-1, -0.16 [-0.39, 0.07]), age 2 (MB-2, 0.78 [-0.33, 1.89]), or age 3.5 (CDI-3.5, -0.05 [-0.27, 0.17]; BAS-3.5, -0.93 [-2.85, 0.98]). In the ELFE study, LC-PUFA enrichment of infant formula was not associated with neurodevelopmental scores up to 3.5years.

Use of duration and rise time cues in the labelling of affricate and fricative speech sounds by children with reading difficulties

Differentiation of speech is predictable from abilities to discriminate the speed at which a sound reaches its optimum amplitude (rise time). This study investigated whether rise time identification of an affricate–fricative continuum would be impacted upon by dyslexia. Children between 10 and 14 years old identified sounds along a continuum of fricative to affricate sounds (cha–sha continuum), using a novel automated learning rise time identification task. Those with higher dyslexia likelihoods (measured by the Dyslexia Screening Test – Secondary), and poor reading scores (measured by the British Abilities Scales), showed a difference in rise time identification; greater distances between rise times were needed for those with a high risk of dyslexia to recognise fricative–affricate differences than for controls. These results were not impacted upon by IQ scores.

Drainage, irrigation and fibrinolytic therapy (DRIFT) for posthaemorrhagic ventricular dilatation: 10-year follow-up of a randomised controlled trial

BackgroundProgressive ventricular dilatation after intraventricular haemorrhage (IVH) in preterm infants has a very high risk of severe disability and death. Drainage, irrigation and fibrinolytic therapy (DRIFT), in a randomised controlled...

The relative effect of pupil absenteeism on literacy and numeracy in the primary school

ABSTRACT A literature search identified only 12 articles which had examined the relative effect of either attendance or absence on primary/elementary school children’s literacy and numeracy. However, with respect to the relative effect of both attendance and absence, no consistent picture emerged from the articles. Furthermore, for each of the articles, the conclusion about the relative effect was based on visual inspection of the relevant statistic. The second problem was overcome in the study presented in this article by using the British Ability Scales Word Reading and Basic Arithmetic scales to assess the literacy and numeracy of eleven-year-old Poor and Better Attenders. Significantly more of the former than the latter were found to have an arithmetic score significantly below their reading score. The article ends with a consideration of the implications of the study for the primary school teacher and of COVID-19 for the study’s findings.

Is amblyopia associated with school readiness and cognitive performance during early schooling? Findings from the Millennium Cohort Study.

Amblyopia is a neurodevelopmental condition causing reduced vision, for which programmes of whole population child vision screening exist throughout the world. There is an ongoing debate about the value of screening due to the lack of evidence about meaningful functional impacts of amblyopia. Our objective was to determine whether amblyopia is associated with school readiness and early cognitive performance. Data from the prospective Millennium Cohort Study of children born in the United Kingdom in 2000-01 and followed-up to age 7 years (n = 13,967). Using parental self-report on eye conditions and treatment coded by clinical reviewers, participants were grouped into no eye conditions, strabismus alone, refractive amblyopia, or strabismic/mixed (refractive plus strabismic) amblyopia. The outcomes were poor school readiness using Bracken School Readiness Assessment <25th percentile (age 3); and cognitive tests and their age-related trajectories using British Ability Scale II Naming Vocabulary (ages 3/5) and Pattern Construction (ages 5/7). Multivariable analyses showed that compared to children without any eye conditions, only those with strabismic/mixed amblyopia had an increased risk of poor school readiness (OR = 2.04, 95%CI 1.09-3.82). Small differences in mean scores for NV and PC of children with amblyopia (all types) compared to those without any eye condition were not clinically significant (>10 points) irrespective of whether treatment had already started. The age-related cognitive trajectories of children with amblyopia did not differ from those without any eye conditions for either NV (p = 0.62) or PC (p = 0.51). These associations are at population rather than individual level, so it might be that some individuals with amblyopia did experience significant adverse outcomes that are not captured by summary statistics. Amblyopia is not significantly associated with adverse cognitive performance and trajectories in early schooling and there is no evidence that this is due to a mediating effect of treatment. Although amblyopia combined with strabismus is associated with poor school readiness, this is not translated into poor cognitive performance. These novel findings may explain the lack of association reported between amblyopia and educational outcomes in adult life and suggest that the impact of amblyopia on education is not of itself a justification for whole population child vision screening aimed at detecting this disorder.

The Role of Screen Time and Screen Activity in the Nonverbal Reasoning of 5-Year-Olds: Cross-Sectional Findings from a Large Birth Cohort Study.

Family and home environment factors have been outlined in previous literature as important variables that affect early reasoning development. However, little research has focused on the association between screen use in the home environment and nonverbal reasoning ability. The aim of this cross-sectional study is to examine the role of both screen time and various screen activities (e.g., television, video, or educational games) in nonverbal reasoning ability in 9,001 5-year-old children using a large birth cohort study (Growing Up in Ireland). Interviews conducted with parents related to the children's screen use and various family factors, while reasoning ability was measured using a standardized task (Picture Similarities Task, British Ability Scales II). A hierarchical multiple regression examined the role of screen use in nonverbal reasoning, while also statistically controlling for family factors such as parental education and employment status. Screen use variables made a significant contribution to the regression model, even after family factors were accounted for, although the effect sizes were very small. Playing educational games, video games, or engaging in over three hours screen use per day were all significant predictors of nonverbal reasoning scores in the final adjusted model. The results of this study suggest that screen use may play a small role in the development of nonverbal reasoning in young children. The findings highlight the need for further studies in this area and may have implications for current debates in screen time research.

Autistic traits and cognitive abilities associated with two molecular causes of Silver-Russell syndrome.

Silver-Russell syndrome is a rare genetic imprinting disorder. Two molecular causes of Silver-Russell syndrome have been identified: loss of methylation on chromosome 11p15 (11p15 LOM) and maternal uniparental disomy for chromosome 7 (matUPD7). Current understanding of the cognitive and behavioral phenotypes associated with these two molecular subtypes is limited. This study aimed to address this gap in the literature. The Social Responsiveness Scale (SRS-2) was used to assess autistic traits in individuals with 11p15 LOM (n = 47) and matUPD7 (n = 32). A subset of participants with 11p15 LOM (n = 18) and matUPD7 (n = 15) completed in-person assessments: the Autism Diagnostic Observation Schedule (ADOS-2) and the British Ability Scales (BAS3). Overall, 37.50% of the matUPD7 group and 10.64% of the 11p15 LOM group scored above the SRS-2 severe clinical cut-off. Based on the ADOS-2, 33.33% of the matUPD7 participants and 11.11% of the 11p15 LOM participants scored above cut-off for autism spectrum/autism. Intellectual ability was significantly lower in the matUPD7 group (M = 79.86) compared with the 11p15 LOM group (M = 98.56). However, there was no evidence of an uneven cognitive profile associated with either group or of an association between autistic traits and intellectual ability. Although both 11p15 LOM and matUPD7 have the same clinical diagnosis of Silver-Russell syndrome, there are some differences in the cognitive and behavioral phenotypes between these two molecular subtypes. This has implications for considering access to services, intervention, and support within these populations, particularly in relation to learning and behavior. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Impact of an early childhood intervention on the home environment, and subsequent effects on child cognitive and emotional development: A secondary analysis.

The objective of this study was to use secondary data from the Preparing for Life (PFL) trial to test (1) the impact of a prenatal-to-age-five intervention targeting women from a disadvantaged Irish community on the quality of the home environment; (2) whether any identified changes in the home environment explain the positive effects of the PFL program on children’s cognitive and emotional development at school entry which have been identified in previous reports of the PFL trial (ES = .72 and .50, respectively). Pregnant women were randomized into a treatment (home visits, baby massage, and parenting program, n = 115) or control (n = 118) group (trial registration: ISRCTN04631728). The home environment was assessed at 6 months, 1½, and 3 years using the Home Observation for Measurement of the Environment (responsiveness, acceptance, organization, learning material, involvement, variety). Cognitive skills were assessed at 5 years using the British Ability Scales. Emotional problems were teacher-reported at 5 years using the Short Early Development Inventory. Latent growth modeling was used to model changes in the home environment, and mediation analyses to test whether those changes explained children outcomes. Compared to controls, treatment children were exposed to more stimulating environments in terms of learning material (B = -1.62, p = 0.036) and environmental variety (B = -1.58, p = 0.009) at 6 months, but these differences faded at 3 years. Treatment families were also more likely to accept suboptimal child behaviors without using punishment (acceptance score, B = 1.49, p = 0.048) and were more organized at 3 years (B = 1.08, p = 0.033). None of the changes mediated children’s outcomes. In conclusion, we found that the program positively impacted different home environment dimensions, but these changes did not account for improvements in children’s outcomes. Exploratory analyses suggest that the impact of improvements in the home environment on child outcomes may be limited to specific groups of children. Limitations of the study include the potential lack of generalizability to other populations, the inability to assess the individual treatment components, and sample size restrictions which precluded a moderated mediation analysis.

Decomposing the social gradient in children’s vocabulary skills at 3 years of age: A mediation analysis using data from a large representative cohort study

Disparities in children’s expressive language by socio-economic status are evident early in childhood and impact children’s development and educational attainment. This study investigated the processes by which maternal education, as a powerful indicator for socio-economic status, affects early expressive language. A nationally representative cohort study of 8,062 children resident in the Republic of Ireland were assessed on the British Ability Scales (BAS) Naming Vocabulary Test at 36 months. A significant difference of almost six points was found between the mean vocabulary test scores of children whose mothers had completed the minimum level of educational attainment compared with children whose mothers had a degree-level qualification. Mediation analysis revealed that 78% of the difference was explained by mediating variables, with differences in household income, parental practice, and material resources accounting for most of the variation. The findings support interventions which redress gaps in maternal education, income, and caregiving.

Relationships between attitudes and performance in young children\u2019s mathematics

Most studies of children’s attitudes to mathematics have dealt with children in second grade or later, and have suggested that attitudes deteriorate, and anxiety increases with age. The present study investigated attitudes to mathematics in 67 English and 49 Chinese children at the end of their first year of school. The participants were given Thomas and Dowker’s (2000) Mathematics Attitude Questionnaire, which uses pictorial rating scales to assess primary school children’s mathematics anxiety, liking for mathematics, unhappiness at poor performance in mathematics, and self-rating in mathematics. They were also given the British Abilities Scales Basic Number Skills test. Attitudes were generally positive, though not more so than previously found for older primary school children. The Chinese children performed better in the arithmetic test and also rated themselves higher than the English children, but did not differ in other attitudes. Self-rating in mathematics and lack of unhappiness at poor performance were associated with better performance in the English group. There were no significant relationships between attitudes and performance in the Chinese group. Implications of the findings are discussed.

Drainage, Irrigation and Fibrinolytic Therapy (DRIFT) in Premature Infants with Post-Haemorrhagic Ventricular Dilatation: 10-Year Follow-Up of a Randomised Controlled Trial

Background: Progressive ventricular dilatation after intraventricular haemorrhage (IVH) in preterm infants has a very high risk of severe disability and death. Drainage, irrigation and fibrinolytic therapy (DRIFT), in a randomised trial, reduced severe cognitive impairment at two years. No intervention has been shown objectively to improve cognitive outcome at school-age. Methods: Objective: To assess if the cognitive advantage of DRIFT seen at two years persisted until middle school-age. Participants: The randomised controlled trial in four neonatal intensive care units, recruited 77 preterm infants with IVH and progressive ventricular enlargement over specified measurements. Follow up was at a median age of ten years (range 8-12). Intervention: Intraventricular injection of a fibrinolytic followed by continuous ventricular drainage via one catheter and continuous infusion with artificial cerebrospinal fluid via a second catheter. Ventricular lavage was continued until the drainage was clear. Standard care consisted of controlling expansion by lumbar punctures and if expansion persisted via a ventricular access device. Primary outcome: Cognitive Quotient (CQ) derived from the British Ability Scales and Bayley Scales III and survival without severe cognitive disability. Findings: Of the 77 children randomized; 12 died, two could not be traced, ten did not respond and one declined at ten years follow up. 28 in the DRIFT group and 24 in the standard treatment group were assessed by examiners blind to the intervention. Mean CQ was 69·3 (sd=30·1) in the DRIFT group and 53·7 (sd=35·7) in the standard treatment group (unadjusted p=0·1; after adjustment for the pre-specified variables sex, birthweight and grade of IVH, adjusted p=0·01). Survival without severe cognitive disability, over the ten-year period, was 66% in the DRIFT group and 35% in the standard treatment group (unadjusted p=0·019; adjusted p=0·003). Interpretation: DRIFT is the first intervention to objectively demonstrate sustained cognitive improvement. Trial registration: ISRCTN80286058 Funding: NIHR HTA Declaration of Interest: None reported. Ethical Approval: Research ethics approval (14/SW/1078) was granted by the NRES Committee South West-Central Bristol and by the Faculty of Psychology Research Ethics Committee (University of Warsaw).