Intelligence and school readiness in preschool children with prenatal drug exposure
Intelligence and school readiness in preschool children with prenatal drug exposure
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DOI：
10.1080/09297040490911104
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发表时间：
2004-06-01
影响因子：
2.2
通讯作者：
Butz, AM
中科院分区：
文献类型：
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作者：
Pulsifer, MB;Radonovich, K;Butz, AM
这项前瞻性的纵向研究考察了影响4-5岁产前暴露于可卡因/鸦片类药物的儿童智力和就学准备的因素。药物暴露组(N=104)的智力和就学准备分数与未暴露、人口统计学匹配的对照组(N=35)相比没有显著差异，尽管两组的得分略低于平均水平。接触毒品的儿童的照顾者在智力和阅读成绩上的得分明显低于对照组的照顾者；两者都低于平均水平。照顾者阅读分数在儿童智力和入学准备方面的差异最大；对于入学准备，出生体重也有影响，但在模型中不那么重要。在回归分析中，产前药物暴露和照顾者持续使用药物都没有显著意义。儿童分数和照顾者阅读成绩之间的关系与表明激励、支持性家庭环境的重要性的研究是一致的，并建议采取干预措施，以培养照顾者的识字技能，并促进照顾者与儿童的认知互动，如给孩子朗读。
This prospective, longitudinal study examined factors affecting intelligence and school readiness in children 4-5 years of age with prenatal cocaine/opiate exposure. Intelligence and school readiness scores were not significantly different for the drug-exposed group (N = 104) than for unexposed, demographically matched controls (N = 35), although both groups scored slightly below average. Caregivers of drug-exposed children scored significantly lower in intelligence and reading achievement than caregivers of controls; both were below average. Caregiver reading scores accounted for the largest variance in both child intelligence and school readiness; for school readiness, birth weight also contributed but was less important in the model. Neither prenatal drug exposure nor continuing caregiver drug use was significant in the regression analyses. The relationship between child scores and caregiver reading achievement is consistent with studies showing the importance of a stimulating, supportive home environment, and suggests interventions to foster caregiver literacy skills and facilitate caregiver-child cognitive interactions such as reading to the child.