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ERIC Number: EJ1088367
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 84
ISSN: ISSN-1754-730X
School-Aged Children Born Preterm: Review of Functioning across Multiple Domains and Guidelines for Assessment
Dempsey, Allison G.; Keller-Margulis, Milena; Mire, Sarah; Abrahamson, Catherine; Dutt, Sonia; Llorens, Ashlie; Payan, Anita
Advances in School Mental Health Promotion, v8 n1 p17-28 2015
Children born preterm are at risk for developmental deficits across multiple functional domains. As the rate of survival for preterm infants increases due to medical advancements, a greater understanding is needed for how to meet the needs of this growing population in schools. Because approximately 50-70% of children born preterm require additional services in school, evidence-based assessments that appropriately identify children and guide intervention strategies must be conducted. In addition, the education system must be prepared to provide appropriate support when these children encounter developmental, cognitive, and academic difficulties in the school setting. The purpose of this paper is to provide an overview of the research on children born preterm and delineate guidelines for assessment in the areas of cognitive, academic, and psychosocial functioning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Kaufman Assessment Battery for Children; Wechsler Adult Intelligence Scale; Wide Range Achievement Test; Woodcock Johnson Tests of Achievement; Woodcock Johnson Tests of Cognitive Ability