Teacher Report Form Research Articles

School and parent perspectives on symptomatology in pediatric obsessive-compulsive disorder (OCD)

Obsessive-compulsive disorder (OCD)-affected youth face notable impairments in the school setting related to concentration, homework, certain subject material, and overall program completion. We aim to examine the relative perspectives of school personnel versus parents regarding the OCD-affected child's (a) executive function (EF) deficits via the teacher and parent behavior rating inventory of EF (BRIEF), (b) OCD-specific symptoms via the teacher report form (TRF) and child behavior checklist (CBCL), and (c) common childhood psychiatric disorder symptoms via the TRF and CBCL. Correlational analyses revealed significant concordance between respondent groups regarding EF deficits and common childhood psychiatric disorder symptoms (e.g. guilt, worries). Inter-rater agreement was less consistent regarding the presence of OCD-specific symptoms, with school personnel reporting lower rates overall. However, when considering OCD-specific and common childhood psychiatric disorder symptoms together, school personnel reported some youth above the OCD threshold despite parents reporting them below. Our findings highlight that having multiple informants who communicate their concerns with one another about students' impairing symptoms at school may help with earlier recognition of pediatric OCD and better long-term outcomes. Future research can explore optimal school-family communication strategies, specialized OCD training for school personnel, and direct disclosure of an OCD diagnosis by a family.

Child mental health problems as a risk factor for academic underachievement: A multi-informant, population-based study.

ObjectiveTo investigate whether child mental health problems prospectively associate with IQ‐achievement discrepancy (i.e., academic under‐ and over‐achievement) in emerging adolescence. The secondary aims were to test whether these associations are specific to certain mental health problems, to assess potential sex differences, and to examine whether associations are robustly observed across multiple informants (i.e., maternal and teacher‐reports).MethodsThis study included 1,577 children from the population‐based birth cohort the Generation R Study. Child mental health problems at age 6 were assessed by mothers and teachers using the Child Behavior Checklist and the Teacher's Report Form. The IQ‐achievement discrepancy was quantified as the standardized residuals of academic achievement regressed on IQ, where IQ was measured with four tasks from the Wechsler Intelligence Scale for Children‐Fifth Edition around age 13 and academic attainment was measured with the Cito test, a national Dutch academic test, at the end of elementary school (12 years of age).ResultsMental health problems at age 6 were associated with IQ‐achievement discrepancy at age 12, with more problems associating with greater academic underachievement. When examining specific mental health problems, we found that attention problems was the only mental health problem to independently associate with the IQ‐achievement discrepancy (adjusted standardized difference per 1‐standard deviation, mother: −0.11, p < 0.001, 95% CI [−0.16, −0.06]; teacher: −0.13, p < 0.001, 95% CI [−0.18, −0.08]). These associations remained after adjusting for co‐occurring mental health problems. The overall pattern of associations was consistent across boys and girls and across informants.ConclusionMental health problems during the transition from kindergarten to elementary school associate with academic underachievement at the end of elementary school. These associations were primarily driven by attention problems, as rated by both mothers and teachers—suggesting that strategies targeting attention problems may be a particularly promising avenue for improving educational performance irrespective of IQ, although this should be established more thoroughly through further research.

Correlation between reduced telomere length and behavioural and emotional problems in left-behind children in a rural area in China

Evidence shows that being left behind experience (LBE) during childhood may increase the risks of poor psychopathological outcomes. However, it is unclear to what extent the mental health is affected by the LBE. Telomere length (TL), one of the most extensively studied biological markers of cellular ageing, provides a valuable tool for exploring the potential effects of parent-child separation on psychological problems by integrating genetic and environmental factors. In this study, a total of 613 children (mean age = 10.77, SD = 1.92) were recruited from the rural area of Deyang, Sichuan Province, China. We used a self-designed questionnaire to assess LBE, and collected psychopathological outcomes by using the Piers-Harris Children's Self-concept Scale, the Teacher's Report Form 6/18 and the Youth Self-Report 11/18. Terminal restriction fragment analysis was used to measure TL in peripheral blood leukocytes. Analyses revealed that 342 out of 613 participants (55.79%) were Left-behind children. LBE was observed to associated with shorter TL, lower self-esteem, and increased behavioural and emotional problems. The cumulative effects of LBE may be reflected by greater altered telomere homeostasis, decreased self-esteem, and worsened behavioural and emotional problems. The association of the total time of being left behind with self-esteem and behavioural and emotional problems was significantly mediated by altered telomere homeostasis, with estimated effects of 14.19%, 47.95% and 45.13%, respectively. The LBE in childhood, especially prolonged parent-child separation, increases the risk of mental health problems in childhood and adolescence.

Primary School Children's Self-Reports of Attention Deficit Hyperactivity Disorder-Related Symptoms and Their Associations With Subjective and Objective Measures of Attention Deficit Hyperactivity Disorder.

BackgroundThe diagnosis of Attention deficit hyperactivity disorder (ADHD) is primarily dependent on parents’ and teachers’ reports, while children’s own perspectives on their difficulties and strengths are often overlooked.GoalTo further increase our insight into children’s ability to reliably report about their ADHD-related symptoms, the current study examined the associations between children’s self-reports, parents’ and teachers’ reports, and standardized continuous performance test (CPT) data. We also examined whether the addition of children’s perceptions of ADHD-symptoms to parents’ and teachers’ reports would be reflected by objective and standardized data.MethodsThe study included 190 children with ADHD, aged 7–10 years, who were referred to a pediatric neurologic clinic. A retrospective analysis was conducted using records of a clinical database. Obtained data included children’s self-reports of their attention level and ADHD-related symptoms, parent, and teacher forms of the Conners ADHD rating scales, Child Behavior Checklist (CBCL), Teacher’s Report Form (TRF), and CPT scores.ResultsChildren’s self-evaluations of their functioning were globally associated with their teachers’ and parents’ evaluations, but not uniquely. Children’s self-reports of ADHD symptoms were not uniquely linked to a specific CPT impairment index, but to a general likelihood of having an impaired CPT. The CPT performance successfully distinguished between the group of children who defined themselves as inattentive and those who did not.ConclusionPrimary school children with ADHD are able to identify their limitations and needs difficulties and that their perspectives should inform clinical practice and research. The clinical and ethical imperative of taking children’s perspectives into account during ADHD diagnosis and treatment is highlighted.

Trajectories of prenatal alcohol exposure and behavioral outcomes: Findings from a community-based sample

ObjectiveTo characterize patterns of prenatal alcohol exposure (PAE), and determine whether PAE trajectories were associated with behavior from a community-based sample of first-grade children. MethodsUsing data collected as part of the Collaboration of Fetal Alcohol Spectrum Disorders Prevalence study (n = 1663), we performed longitudinal cluster analysis on prenatal alcohol use reported for four time points around conception and pregnancy. From the sample, 638 respondents reported any alcohol use in pregnancy and were included in trajectories for average daily and maximum drinks per drinking day (max DDD). We then estimated the association with behavioral problems measured by the Child Behavior Checklist (CBCL) and Teacher Report Form (TRF) with multivariable linear regression. The reference group had 1025 children with no reported PAE. ResultsFive trajectories were selected to describe max DDD patterns: very low/discontinuing (n = 186), low/discontinuing (n = 111), very low/continuing (n = 47), med/high (n = 245), and high (n = 49). Six trajectories best described average daily alcohol use: very low/discontinuing (n = 378), very low/continuing (n = 98), low/continuing (n = 56), low/discontinuing (n = 37), medium/high (n = 35), and high (n = 31). When assessing max DDD trajectories for both the CBCL and TRF, individuals with PAE in the two highest trajectories and the very low/continuing trajectory had more behavioral problems relative to children with no PAE, although confidence intervals for most estimates included the null. PAE modeled as average drinks per day did not predict behavior in any consistent pattern. ConclusionsIn this community-based sample, select PAE trajectories were associated with behavior, even at relatively low levels of PAE that continued later in gestation.

Teachers’ Racial Bias: Can Teachers Rate an African American Boy Similarly to His Racial Counterparts on Problem Behaviors for a Broad Rating Scale?

After decades of advancement in education equality, a disproportional number of racially minoritized students are placed in special education. Addressing the disproportionality is a complicated issue due to various contributing factors. One possible cause is racial bias from teachers who rate problem behaviors of African American boys for special education evaluations. This study investigated the effect of a student’s race on teachers’ ratings of problem behavior for special education evaluations. In an online study, the race of an African American student, Asian American student, and European American student were manipulated in a vignette of a hypothetical child. Participants read one of three vignettes and completed the Achenbach System of Empirically Based Assessment Teacher Report Form and a 7-item questionnaire. Although results evinced teachers perceived the home life of the African American student as poorer quality, no racial bias in ratings of internalizing behaviors, externalizing behaviors, referrals for special education, likelihood of postsecondary education, and academic functioning were found. The strengths, limitations, and implications for experimental studies and clinical practice for examining racial bias are discussed. Impact Statement This experimental study seeks to determine when manipulating the race/ethnicity of a child, can teachers rate a vignette of a student similarly on a broad rating scale. No prior study has centered African American boys, used a norm-referenced broad rating scale for both externalizing disorders and internalizing disorders in a vignette, and included national sample in an online study on racial bias in the United States of America.

The Potential Emergence of "Education as Mental Health Therapy" as a Feasible Form of Teacher-Delivered Child Mental Health Care in a Low and Middle Income Country: A Mixed Methods Pragmatic Pilot Study.

Objective: We assessed task-shifting children's mental health care to teachers as a potential approach to improving access to child mental health care.Methods: In Darjeeling, India, we conducted a single-arm, mixed-methods feasibility study with 19 teachers and 36 children in five rural primary schools to determine whether teachers can deliver transdiagnostic mental health care to select children-in-need with fidelity to protocol, to assess which therapeutic options teachers chose to use within the protocol, and to evaluate for a potential signal of efficacy.Results: Participation rates for intervention activities were >80%. A majority of teachers met or exceeded quality benchmarks for all intervention activities. Teachers chose to deliver teacher-centric techniques, i.e., techniques that only teachers could deliver given their role in the child's life, 80% of the time. Children improved in mental health score percentiles on the Achenbach Teacher Report Form. Key facilitators included the flexibility to adapt intervention activities to their needs, while identified barriers included limited time for care delivery.Conclusion: Findings support the feasibility of task-shifting children's mental health care to classroom teachers in resource-limited schools. Fidelity to protocol appeared feasible, though the freedom to choose and adapt therapeutic techniques may also have enhanced feasibility. Surprisingly, teachers consistently chose to deliver teacher-centric therapeutic techniques that resulted in a potential signal of efficacy. This finding supports the potential emergence of “education as mental health therapy” (Ed-MH) as a new therapy modality. Continued investigation is required to test and refine strategies for involving teachers in the delivery of transdiagnostic mental health care.

Pre-pregnancy body mass index and parent and teacher-reported behavioral outcomes among offspring in childhood

ObjectivePre-pregnancy obesity has been linked to childhood neurodevelopmental outcomes, including autism and attention-deficit hyperactivity disorder. The aim of our study was to examine the association between pre-pregnancy body mass index (BMI) and scores on behavioral scales according to both mother and teacher report. MethodsWe conducted a longitudinal study of 469 mother-child pairs. Information on pre-pregnancy body mass index (BMI) was collected from standardized maternal interviews conducted after delivery and assessment of childhood behavioral problems was measured at 5–12 years of age according to maternal-report using the Child Behavior Checklist (CBCL) and teacher-report using the Teacher Report Form (TRF). Using normal pre-pregnancy BMI (18.5–24.9 kg/m2) as the reference (n = 305), we calculated adjusted mean differences (MD) for t-scores on broadband and syndrome scales of behavior for children of mothers with pre-pregnancy overweight (n = 101) or obese (n = 63) BMI. We also examined associations with scores in the clinical range using risk ratios (RR) and compared results across informants. To account for loss to follow-up between the initial interview and the childhood behavioral assessment, we weighted models using stabilized inverse probability weights. ResultsPre-pregnancy obesity was associated with a mean increase in child's total behavior problem t-scores according to both mother and teacher report, after adjustment for confounders and weighted for loss to follow-up (MD: 0.7, 95% CI: −2.2, 3.6 on CBCL; MD: 3.1, 95% CI: 0.5, 5.7 on TRF), indicating poorer behavioral outcomes. Comparing the magnitude of associations between mother and teacher-report, mean differences for pre-pregnancy obesity and most behavioral problem scales were larger for teacher-reported outcomes than mother-reported outcomes. Pre-pregnancy obesity was associated with increased risks of externalizing behaviors in the clinical range regardless of informant (CBCL RR: 1.6, 95% CI: 0.8, 3.2 and TRF RR: 1.7, 95% CI: 0.8, 3.5). Pre-pregnancy obesity was also associated with increased risks of internalizing behaviors according to teacher-report (TRF RR: 2.6, 95% CI:1.5, 4.6). ConclusionsPre-pregnancy obesity, compared to pre-pregnancy normal weight, is associated with generally higher scores on both mother and teacher reported childhood behavioral assessments, indicating an increased likelihood of behavioral problems.

Universal Screening in Positive School Mental Health Using the ASEBA Methodology for Teachers: A Pilot Epidemiological Study.

School-based detection and intervention are critical components in ensuring positive mental health in children, with teachers playing an essential role in assessing students’ well-being. The current research aims to be a pilot epidemiological study on positive school mental health in Malaga, Spain, using the Achenbach System of Empirically Based Assessment (ASEBA). Data were collected in the COVID-19 pre-pandemic setting, using the Caregiver-Teacher Report Form (C-TRF) and the Teacher Report Form (TRF) in a sample of 420 children, who were between 5 and 8 years old at the time of the data collection. In 5-year-old children, the DSM-oriented scale with the highest clinical prevalence corresponds to attention deficit and hyperactivity problems (1.13%). In this same sub-sample, clinical levels of externalizing problems (4.52%) were non-significantly more common than internalizing conditions (1.69%). As for children between 6 and 8 years old, the DSM-oriented scale with the highest prevalence of clinical scores corresponds to anxiety problems (4.12%) and conduct problems (2.88%). Clinical levels of externalizing problems (9.47%) were non-significantly more prevalent than internalizing problems (6.58%). The results present 95% confidence intervals prevalence data in the general population and sex-differentiated descriptive statistics. The results are discussed according to their implication for school mental health.

Extracurricular involvement in the school-age period and adolescent problem behavior among low-income youth.

The present study tested the protective role of youth's school-age extracurricular involvement and multiple informants' reports of adolescent internalizing and externalizing problems in a sample of youth from low-income households. Participating youth (n = 635, 49% female, 49% White, 28% Black/African American, 14% biracial, 8% other race, 13% Hispanic/Latinx) were drawn from the Early Steps Multisite Study. At ages 7.5, 8.5, and 9.5, primary caregivers reported the number of extracurricular activities for which youth participated (Parent Aftercare Survey). At ages 14 and 16, measures of internalizing and externalizing problems were collected from primary and alternate caregivers (Child Behavior Checklist) and target youth (Child Depression Inventory-Short Form, Multidimensional Anxiety Scale for Children, and Self-Report of Delinquency). At age 16, target youth also contributed measures of risky sexual behaviors and substance use (Youth Risk Behavior Survey). Teachers contributed measures of youth's internalizing and externalizing problems at age 14 (Teacher Report Form). After accounting for the effects of multiple sociodemographic factors, initial levels of child problem behavior, and intervention group status, structural equation models revealed that school-age extracurricular involvement was inversely associated with latent factors representing adolescent externalizing, but not internalizing, problems at ages 14 (β = -.13, p < .01) and 16 (β = -.12, p = .02). The present study suggests that low-income, school-age children's involvement in extracurricular activities serves a protective function in relation to adolescent externalizing problems. Future studies should assess underlying mechanisms and expand the scope of adolescent outcomes to include prosocial functioning. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The Impact of COVID-19 on Mental Health: Psychosocial Conditions of Students with and without Special Educational Needs

Given the pandemic-induced school lockdown in Germany in the spring of 2020, COVID-19 evidently had a negative impact on child and adolescent mental health and wellbeing. However, there is no evidence regarding the specific problems of students with special educational needs in emotional and behavioral disorders (E/BD) during or after the school lockdown. Thus, this study bridges the gap. A sample of 173 students across Germany was included in the analysis. The students were rated by their teachers in an online survey via a standardized teacher-report form for emotional and behavioral problems and competencies, as well as perceptions of inclusion. Several student- and teacher-level predictors were applied in a stepwise regression analysis. The results showed that the school lockdown marginally impacted E/BD, with small differences between student groups. The strongest predicting variable was students’ psychosocial situation. Hence, the psychosocial situation of students should be monitored by teachers and school psychologists to provide sufficient support during lockdown.

Behavioral and Social Functioning of Children With and Without Positional Plagiocephaly: Late Infancy to School Age.

Positional plagiocephaly and/or brachycephaly (PPB) is associated with cognition, motor, and other developmental outcomes, but little is known about the social-behavioral adjustment of children with PPB. The primary aim of this study was to compare the social-behavioral development of preschool and school-age children with and without PPB and to examine the potential moderating effects of PPB severity on group differences. Two hundred twenty children with a history of PPB and 164 controls participated in at least one behavioral assessment at 4-11 months, 18 months, 36 months, and 7 years. The frequencies of observed problem behaviors and social competence were estimated using the Child Behavior Checklist Ages 1.5-5 (CBCL/1.5-5), Caregiver-Teacher Report Form(C-TRF), CBCL/6-18, and Teacher Report Form. Children with PPB were similar to controls on the internalizing, externalizing, or total problems composites. At 7 years, CBCL/6-18 total competence scores were significantly lower in children with histories of PPB than controls. In analyses stratified by PPB severity, we found that children with moderate/severe PPB had slightly higher scores on the C-TRF internalizing scale at 36 months and lower total competence scores at age 7 years. Children who had a history of mild PPB were similar to controls on all outcomes. This study is the first to examine social and behavioral outcomes in a large cohort of children with and without a history of PPB. We found limited evidence of an association between PPB and parent and teacher-reported social-emotional and behavioral adjustment through early school-age.

Development of the Teacher Report Form of Anxiety in Pre-school Children

This research was aimed to develop the Teacher Report Form of Anxiety in Pre-School children. A descriptive research was conducted with two study groups. The scale is based on teachers' assessment for preschoolers aged 3-6. During the development process of the form, the theoretical structure was examined and expert opinion was take for the prepared draft. The descriptive research model was used in the research. The research has two study groups. Within the scope of the research, there were 250 preschool teachers in the first group and 260 in the second group. The construct validity was determined as well based on AFA and DFA. The corrected item-total correlations and Cronbach’s alpha reliability coefficient were calculated in order to determine the reliability of the answers given to the scale items. The KMO and Barlett test have showed that the factor analysis is suitable for the data set. It was determined that the items in the scale has clarified 48% of the total variance. With the data acquired as a result of the analyzes, it was determined that the 21 items showed a one-dimensional structure. The Cronbach ‘s alpha coefficient for the scale was determined as 0.939. The corrected item-total correlation coefficients of the items in the final form of the scale vary between 0.483 and 0.744. As for the factor loading values of the items it differs between 0.38 and 0.41. Since the T value is found to be significant it showed that there were a significant relationships between the observed and latent variables. As a result of the calculations, a valid, reliable and useful measurement tool that can be used in the literature was developed, based on the teacher’s assessment it is hoped that the scale will fill the gap in this field.

Problem Behaviors of Children from Multicultural and Mono-cultural Families in Korea: Differences in Behavior Evaluations between Parents and Teachers

In recent years, multicultural families are increasing in Korea. In such multicultural families, there may be language and interpersonal difficulties that affect the children. Given the possibility of real problems affecting academics and the potential for bias, the perceptions of parents and teachers is of vital importance. In this study, parents' and teachers’evaluations of problem behaviors of 405 elementary school students were collected on the Korean Child Behavior Checklist and the Korean Teacher's Report Form. Studies have shown that parents in multicultural families tend to rate their children's problems more seriously than in mono cultural families in the areas of Withdrawal/Depressed, Attention Problems, and Rule-Breaking Behaviors.Teachers rated boys from multicultural families as more problematic with Withdrawal/Depressed, Attention Problems, Rule-Breaking Behaviors, and overall scores than boys from monocultural families. Parents tended to take their child's problematic behaviors more seriously than teachers.In general, younger students were found to be more vulnerable to behavioral problems. This may indicate that an intervention is needed to help the children acculturate.

Middle-childhood executive functioning mediates associations between early-childhood autism symptoms and adolescent mental health, academic and functional outcomes in autistic children.

BackgroundExecutive functioning (EF) varies in children with autism spectrum disorder (ASD) and is associated with clinical symptoms, academic, and adaptive functioning. Here, we examined whether middle‐childhood EF mediates associations between early‐childhood autism symptoms and adolescent outcomes in children with ASD.MethodsThe Pathways in ASD Cohort comprising children recruited at the time of ASD diagnosis (at 2–4 years‐of‐age) and followed prospectively across eight subsequent timepoints over ~10 years was used. A subset of Pathways participants (n = 250) with Behavior Rating Inventory of Executive Function (BRIEF)‐Parent Form data from at least one timepoint when participants were school‐aged was analyzed. A mediation framework was used to examine whether BRIEF‐measured EF across age 7–10 years (middle‐childhood) mediated associations between early‐childhood autism symptoms (measured using the parent‐report Social Responsiveness Scale across age 2–6 years) and clinical, academic, and functional outcomes, indexed at age >10–11.8 years (early‐adolescence) using the Child Behavior Checklist (CBCL)‐Internalizing and Externalizing Scales, Academic Performance from the Teacher's Report Form, and Vineland Adaptive Behavior Scales. Models were rerun substituting clinician‐rated and teacher‐rated measures, where possible.ResultsMediation models indicated a significant indirect effect of middle‐childhood EF on associations between early‐childhood autism symptoms and externalizing behavior, academic performance, or adaptive functioning in early adolescence; kappa squared (κ2) effect sizes ranged from large to small. Model findings were stable across raters. Middle‐childhood EF did not mediate associations between early‐childhood autism symptoms and adolescent internalizing behavior.ConclusionsAmong children with an ASD diagnosis, middle‐childhood EF may be one pathway through which early‐childhood autism symptoms influence a variety of outcomes in early‐adolescence. An experimental study targeting middle‐childhood EF to improve adolescent academic, emotional/behavioral, and adaptive functioning is needed to evaluate the clinical meaningfulness of these findings.

Child outcomes after induction of labour or expectant management in women with preterm prelabour rupture of membranes between 34 and 37 weeks of gestation: study protocol of the PPROMEXIL Follow-up trial. A long-term follow-up study of the randomised controlled trials PPROMEXIL and PPROMEXIL-2

IntroductionLate preterm prelabour rupture of membranes (PROM between 34+0 and 36+6 weeks gestational age) is an important clinical dilemma. Previously, two large Dutch randomised controlled trials (RCTs) compared induction of...

Evidence for association of vasopressin receptor 1A promoter region repeat with childhood onset aggression

ObjectiveChildhood onset aggression can cause major suffering to affected families and is associated with many negative outcomes in the child's later life, including poor academic performance, adolescent delinquency, drug abuse, depression and antisocial personality disorder. Currently available prevention and intervention strategies have limited efficacy, but a better understanding of underlying genetic and neurobiological factors can lead to more effective prevention and treatment strategies, through genetic screening programs and novel therapies. MethodThis study examined the RS1 (n = 299 aggression, n = 192 controls) and RS3 (n = 291 aggression, n = 189 controls) microsatellite repeats within the promoter region of the vasopressin receptor 1A gene (AVPR1A) and their association with extreme childhood aggression, as assessed by the Child Behavior Checklist (CBCL), as well as the Teacher Report Form (TRF) and Youth Self Report (YSR). Binary logistic regression was used to model the relationship between microsatellite length and childhood aggression. Age and sex were used as covariates. ResultsLogistic regression revealed a nominally significant association between one specific RS3 repeat and non-aggressive status. No association was found for any of the RS1 repeats. In a separate model, grouping repeats into short and long, carriers of long RS3 repeats were nominally significantly associated with non-aggressive status. ConclusionsThese findings suggest a role for AVPR1A and its RS3 microsatellite in extreme childhood aggression and could lead to a better understanding of the biological pathways of aggressive behavior. However, independent replication and further research into the functionality of studied genetic variants is required.

School performance and behavioral functioning in children after intrauterine transfusions for hemolytic disease of the fetus and newborn

AimTo investigate the school performance and behavioral difficulties in children with hemolytic disease of the fetus and newborn (HDFN) treated with intrauterine transfusion (IUT) compared to Dutch norm data. Study designCros-sectional cohort study. SubjectsChildren who received one or multiple IUTs for severe Rh- or K (Kell)-mediated HDFN between January 2008 and January 2015 at the LUMC. Outcome measuresSchool performance reports were assessed as well as behavioral difficulties as assessed with the Dutch child behavioral checklist (CBCL) by parents and caregivers and the Teacher Report Form (TRF) completed by teachers. ResultsA response rate of 56% (70 children, aged 5–12 years) was obtained. Grade repetition occurred in 13 cases (19%), 16 children (23%) received some form of additional help, most often support by a speech therapist (n = 8), but also support for dyslexia (n = 4), physical therapy (n = 2) and social-emotional support (n = 2). None of the children in our study group attended special-needs education. School performance levels for reading comprehension, spelling and mathematics according to the Dutch National Pupil Monitoring System were similar for the study population and Dutch norm data. The incidence of behavioral problems as reported by parents was similar to the Dutch norm data, teachers reported less behavioral difficulties in the study group. ConclusionThis study shows favorable and reassuring school development in children treated with IUT in an experienced fetal-therapy center. A normal distribution in school and behavioral development is to be expected for children with HDFN treated with IUTs.

Neuropsychological and behavioural profiles of students with intellectual development disorder on parents and teachers' perceptions.

Children with intellectual development disorder (IDD) have high rates of comorbid neuropsychological and behavioural problems. However, there are not many studies on this population in middle-income and low-income countries. Therefore, we aimed to investigate the prevalence of neuropsychological and behavioural problems in students with and without IDD and to assess the correlation between the responses from informants (parents and teachers) and the clinical diagnoses in Brazil. After clinical diagnosis, 78 male and female students (7-15years old) were divided into two groups: children with IDD (n=39) and children without IDD (n=39). The Child Behaviour Checklist (CBCL) and Teacher's Report Form (TRF) scales were used to track neuropsychological and behavioural problems. Calculations of prevalence ratios were performed using Poisson regression with Wald tests. The CBCL and TRF results were compared between groups with Mann-Whitney U-tests and receiver operating characteristic (ROC) analyses. The agreement between scales was assessed using the Spearman correlation test. Neuropsychological and behavioural problems were significantly more prevalent in students with IDD. The average amount of CBCL problems was significantly higher than that of TRF in the dimensions of thought, attention, somatic, attention deficit/hyperactivity, opposition defiant and total problems. Low-to-moderate correlations between CBCL and TRF dimensions in the IDD group were observed. ROC analyses revealed that the dimensions of internalising problems and total scores reflecting CBCL and TRF problems were the most important factors for identifying neuropsychological and behavioural problems in the IDD group. Students with IDD require early identification of behavioural and emotional symptoms to avoid the underdiagnoses of various mental health problems, especially those with internalising characteristics. The CBCL and TRF may assist in the early screening of these comorbidities.

Neurodevelopment and growth until 6.5 years of infants who consumed a low-energy, low-protein formula supplemented with bovine milk fat globule membranes: a randomized controlled trial

We previously reported results from a randomized controlled trial in which we found that Swedish infants consuming an experimental low-energy, low-protein formula (EF) supplemented with bovine milk fat globule membranes (MFGMs) until 6 mo of age had several positive outcomes, including better performance in the cognitive domain of Bayley Scales of Infant and Toddler Development 3rd Edition at 12 mo of age, and higher plasma cholesterol concentrations during the intervention, than infants consuming standard formula (SF). We aimed to evaluate neurodevelopment, growth, and plasma cholesterol status at 6 and 6.5 y of age in the same study population. We assessed cognitive and executive functions using the Wechsler Intelligence Scale for Children 4th Edition (WISC-IV), Brown Attention-Deficit Disorder Scales for Children and Adolescents (Brown-ADD), and Quantified Behavior (Qb) tests, and behavior using the Child Behavior Checklist (CBCL) and Teacher's Report Form (TRF), at 6.5 y of age. Anthropometrics and plasma lipids were assessed at 6 y of age. There were no differences between the EF and SF groups in any of the subscales in WISC-IV or Brown-ADD at 6.5 y of age, in the proportion of children with scores outside the normal range in the Qb test, nor in clinical or borderline indications of problems in adaptive functioning from parental and teacher's scoring using the CBCL and TRF. There were no differences between the EF and SF groups in weight, length, or head or abdominal circumferences, nor in plasma concentrations of homocysteine, lipids, insulin, or glucose. Among children who as infants consumed a low-energy, low-protein formula supplemented with bovine MFGMs, there were no effects on neurodevelopment, growth, or plasma cholesterol status 6-6.5 y later.