Early academic achievement in children with isolated clefts: a population-based study in England.
Early academic achievement in children with isolated clefts: a population-based study in England.
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DOI：
10.1136/archdischild-2017-313777
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发表时间：
2018-04
影响因子：
5.2
通讯作者：
van der Meulen JH
中科院分区：
文献类型：
--
作者：
Fitzsimons KJ;Copley LP;Setakis E;Charman SC;Deacon SA;Dearden L;van der Meulen JH
我们使用全国数据来研究患有孤立性唇裂的 5 岁儿童与普通人群之间学业成绩的差异。我们还评估了裂隙类型的差异。在英国出生的患有口腔唇裂的儿童在国家唇裂登记处得到了确认。他们的记录与入院数据库（以识别其他异常情况）和教育结果相关联。计算 Z 分数（SD 实际分数的符号数字高于全国平均水平）是为了使各个学年和六个评估领域（个人发展、沟通和语言、数学、世界知识、身体发展和创造性发展）的结果分数具有可比性。 2006 年至 2012 年间，2802 名没有其他异常的 5 岁儿童被纳入研究。所有六个评估领域的学业成绩均显着低于全国平均水平，z 分数范围为世界知识的 -0.24（95% CI -0.32 至 -0.16）到个人发展的 -0.31（-0.38 至 -0.23）。仅唇裂的差异很小，但涉及上颚的裂痕则差异相当大。 29.4% 的儿童被记录为有特殊教育需求（全国比例为 9.7%），根据唇裂类型的不同，这一比例也有所不同，从 13.2% 的唇裂到 47.6% 的双侧唇腭裂。与全国平均水平相比，5岁孤立性口裂儿童，尤其是涉及上腭的儿童，各学习领域的学业成绩均明显较差。这些结果反映了现代外科技术和多学科方法的结果。有唇腭裂的儿童在开始上学时可能会受益于额外的学术支持。
We used national data to study differences in academic achievement between 5-year-old children with an isolated oral cleft and the general population. We also assessed differences by cleft type. Children born in England with an oral cleft were identified in a national cleft registry. Their records were linked to databases of hospital admissions (to identify additional anomalies) and educational outcomes. Z-scores (signed number of SD actual score is above national average) were calculated to make outcome scores comparable across school years and across six assessed areas (personal development, communication and language, maths, knowledge of world, physical development andcreative development). 2802 children without additional anomalies, 5 years old between 2006 and 2012, were included. Academic achievement was significantly below national average for all six assessed areas with z-scores ranging from −0.24 (95% CI −0.32 to −0.16) for knowledge of world to −0.31 (−0.38 to −0.23) for personal development. Differences were small with only a cleft lip but considerably larger with clefts involving the palate. 29.4% of children were documented as having special education needs (national rate 9.7%), which varied according to cleft type from 13.2% with cleft lip to 47.6% with bilateral cleft lip and palate. Compared with national average, 5-year-old children with an isolated oral cleft, especially those involving the palate, have significantly poorer academic achievement across all areas of learning. These outcomes reflect results of modern surgical techniques and multidisciplinary approach. Children with a cleft may benefit from extra academic support when starting school.
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影响因子：
3.8
作者：
Fitzsimons, Kate J.;Copley, Lynn P.;Deacon, Scott A.
通讯作者：
Deacon, Scott A.
DOI：
10.1597/13-293
发表时间：
2015-05
期刊：
The Cleft palate-craniofacial journal : official publication of the American Cleft Palate-Craniofacial Association
影响因子：
--
作者：
Knight J;Cassell CH;Meyer RE;Strauss RP
通讯作者：
Strauss RP
DOI：
10.1597/09-047
发表时间：
2012-03-01
期刊：
CLEFT PALATE-CRANIOFACIAL JOURNAL
影响因子：
--
作者：
Persson, Martin;Becker, Magnus;Svensson, Henry
通讯作者：
Svensson, Henry
影响因子：
3.6
作者：
Collett, Brent R.;Wehby, George L.;Speltz, Matthew L.
通讯作者：
Speltz, Matthew L.
DOI：
10.1002/bdra.20433
发表时间：
2008-03-01
影响因子：
--
作者：
Yazdy, Mahsa M.;Autry, Andrew R.;Frias, Jaime L.
通讯作者：
Frias, Jaime L.