Functional Outcome of School Children With History of Global Developmental Delay
Functional Outcome of School Children With History of Global Developmental Delay
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DOI：
10.1177/0883073816636224
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发表时间：
2016-07-01
影响因子：
1.9
通讯作者：
Magalhaes, Livia C.
中科院分区：
文献类型：
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作者：
Dornelas, Lilian F.;Duarte, Neuza M. C.;Magalhaes, Livia C.
本研究旨在调查2岁前被诊断为全面发展迟缓的学龄儿童的功能和发展结果，并验证其最终诊断与环境和生物因素之间的关系。45名巴西儿童（26名男孩），平均年龄95.84（7.72）个月，他们在2岁之前就读于正规学校并被诊断为全面发育迟缓，他们的功能进行了评估。患有全面发育迟缓的儿童在学龄时被诊断出患有几种疾病。获得诊断的机会更大的学生是那些在孩子出生时母亲更年轻的学生（OR = 1.47，CI = 1.04-2.09，P = .03），运动功能受损，尤其是平衡功能受损（OR = 1.33，CI = 1.01-1.75，P = .04），在学校的认知和行为任务中需要帮助（OR = 1.08，CI = 1.00-1.17，P = .048）。跨学科评价有助于确定具体的诊断和确定专业支持的必要性。
This study aimed to investigate the functional and developmental outcomes in school age children diagnosed with global developmental delay before 2 years old and to verify the association between their final diagnosis and environmental and biological factors. Forty-five Brazilian children (26 boys), mean age 95.84 (7.72) months, who attended regular school and were diagnosed with global developmental delay before they were 2 years old had their functions evaluated. Children with global developmental delay were diagnosed with several conditions at school age. Students with greater chances of receiving a diagnosis were those whose mothers were younger at the time their children were born (OR = 1.47, CI = 1.04-2.09, P = .03), who had impaired motor performance, specially balance (OR = 1.33, CI = 1.01-1.75, P = .04), and who needed help during cognitive and behavioral tasks at school (OR = 1.08, CI = 1.00-1.17, P = .048). Interdisciplinary evaluation contributed to defining the specific diagnosis and to identifying the necessity of specialized support.