Abstract
Introduction
While improved medical and surgical care for children with pina bifida has improved their survival, some may have lower cognitive, behavioral and educational performance. The paper assesses the effect of spina bifida on cognitive, behavioral, and educational outcomes in 5–11 year olds.
Methods
A cross-sectional study design was used where data were collected from parents/guardians and teachers using Behavior Rating Inventory of Executive Function, second edition (BRIEF2), Strengths and Difficulties Questionnaire (SDQ), and Teacher Academic Attainment Scale (TAAS).
Results
Nineteen parental and 13 teacher responses were received for children with spina bifida, and 8 parental and seven teacher responses for children without Spina Bifida. Overall, the majority of the sample were female. Children in both groups performed at a similar level across subscales of BRIEF2 with the exception of Working Memory. No group differences were found in SDQ scales as assessed by parents; teacher assessment of conduct problems. Hyperactivity/inattention and peer problems were higher for children with spina bifida. Anticipated matched analysis was not possible due to unequal number of participants between the groups. Children with spina bifida performed similarly as peers without spina bifida in all subjects across the curriculum with the exception of English, Mathematics, and History.
Discussion
Based on this small sample, a potential need for evidence-based interventions to assist children with spina bifida in the cognitive area of working memory and also in English, Mathematics and History is postulated. Larger longitudinal studies are required to confirm these findings.
While improved medical and surgical care for children with pina bifida has improved their survival, some may have lower cognitive, behavioral and educational performance. The paper assesses the effect of spina bifida on cognitive, behavioral, and educational outcomes in 5–11 year olds.
Methods
A cross-sectional study design was used where data were collected from parents/guardians and teachers using Behavior Rating Inventory of Executive Function, second edition (BRIEF2), Strengths and Difficulties Questionnaire (SDQ), and Teacher Academic Attainment Scale (TAAS).
Results
Nineteen parental and 13 teacher responses were received for children with spina bifida, and 8 parental and seven teacher responses for children without Spina Bifida. Overall, the majority of the sample were female. Children in both groups performed at a similar level across subscales of BRIEF2 with the exception of Working Memory. No group differences were found in SDQ scales as assessed by parents; teacher assessment of conduct problems. Hyperactivity/inattention and peer problems were higher for children with spina bifida. Anticipated matched analysis was not possible due to unequal number of participants between the groups. Children with spina bifida performed similarly as peers without spina bifida in all subjects across the curriculum with the exception of English, Mathematics, and History.
Discussion
Based on this small sample, a potential need for evidence-based interventions to assist children with spina bifida in the cognitive area of working memory and also in English, Mathematics and History is postulated. Larger longitudinal studies are required to confirm these findings.
Original language | English |
---|---|
Article number | e2434 |
Pages (from-to) | 1-11 |
Number of pages | 11 |
Journal | Birth Defects Research |
Volume | 117 |
Issue number | 1 |
Early online date | 18 Jan 2025 |
DOIs | |
Publication status | Published (in print/issue) - 31 Jan 2025 |
Bibliographical note
Publisher Copyright:© 2025 The Author(s). Birth Defects Research published by Wiley Periodicals LLC.
Data Access Statement
The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.Keywords
- Behavior
- Cognition
- Neurodevelopment
- Education
- Spina Bifida
- Humans
- Spinal Dysraphism
- Cross-Sectional Studies
- Child Behavior
- Parents
- Child
- Child, Preschool
- Educational Status
- Northern Ireland
- Female
- Male
- Executive Function
- Surveys and Questionnaires
- Academic Success
- education
- spina bifida
- Child Behavior - psychology
- Spinal Dysraphism - psychology
- Parents - psychology
- neurodevelopment
- behavior
- cognition
- Child Behavior/psychology
- Spinal Dysraphism/psychology
- Parents/psychology