Psychosocial Functioning in Children With and Without Orofacial Clefts and Their Parents
Psychosocial Functioning in Children With and Without Orofacial Clefts and Their Parents
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DOI：
10.1597/10-007
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发表时间：
2012-07-01
期刊：
影响因子：
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通讯作者：
Werler, Martha M.
中科院分区：
文献类型：
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作者：
Collett, Brent R.;Cloonan, Yona Keich;Werler, Martha M.
目的：确定患有口面裂的儿童及其父母的心理社会功能是否与未受影响的对照组有所不同。设计：该研究采用非随机、病例对照设计。参与者：对马萨诸塞州出生缺陷研究和预防登记中心的 93 名口面裂儿童和 124 名年龄 5 至 9 岁的对照者进行了结果评估。主要结果指标：措施包括儿童行为检查表、PedsQL 4.0、社会能力量表和育儿压力量表。结果：所有测量的组间差异都可以忽略不计，并且通过应用逆概率加权来调整反应偏差，结果变化不大。分层分析揭示了性别和年龄的差异，男性病例和 7 至 9 岁病例的结果较差。结论：与之前的研究相比，我们发现口面裂儿童及其父母与未受影响的对照组相比，心理社会功能差异很小。这可能反映了确定因素，并且基于人群的样本与基于临床的样本相比，心理社会差异可能不太明显。另外，年龄较大的学龄儿童的社交情感缺陷可能会变得明显，从而使学龄前和小学早期成为预防性干预的最佳时期。
Objective: To determine whether psychosocial functioning in children with orofacial clefts and their parents differs from that in unaffected controls.Design: The study used a nonrandomized, case-control design.Participants: Outcomes were evaluated in 93 cases with orofacial clefts and 124 controls, aged 5 to 9 years, who were part of the Massachusetts Center for Birth Defects Research and Prevention registry.Main Outcome Measures: Measures included the Child Behavior Checklist, the PedsQL 4.0, the Social Competence Scale, and the Parenting Stress Inventory.Results: Group differences were negligible for all measures, and findings changed little with the application of inverse probability weighting to adjust for response bias. Stratified analyses revealed differences according to both sex and age, with worse outcomes observed in male cases and cases aged 7 to 9 years.Conclusions: In contrast to previous studies, we found minimal differences in psychosocial functioning among children with orofacial clefts and their parents compared with unaffected controls. This may reflect ascertainment factors, and psychosocial differences may be less apparent in population-based versus clinic-based samples. Alternatively, social-emotional deficits may become apparent in older school-aged children, making the preschool and early elementary school years an optimal time for preventive interventions.