سامانه مدیریت نشریات علمی دانشگاه علوم پزشکی مشهد

Soleimani, Farin, Kraskian, Adis, Noroozi, Mehdi, khakshour, Ali, Azari, Nadia. (1400). A Comparison Study of the norms of Tehran and Iran in the Performance of 1-42-month-old children on the Bayley Scale. , 10(2), 15426-15438. doi: 10.22038/ijp.2021.57436.4509
Farin Soleimani; Adis Kraskian; Mehdi Noroozi; Ali khakshour; Nadia Azari. "A Comparison Study of the norms of Tehran and Iran in the Performance of 1-42-month-old children on the Bayley Scale". , 10, 2, 1400, 15426-15438. doi: 10.22038/ijp.2021.57436.4509
Soleimani, Farin, Kraskian, Adis, Noroozi, Mehdi, khakshour, Ali, Azari, Nadia. (1400). 'A Comparison Study of the norms of Tehran and Iran in the Performance of 1-42-month-old children on the Bayley Scale', , 10(2), pp. 15426-15438. doi: 10.22038/ijp.2021.57436.4509
Soleimani, Farin, Kraskian, Adis, Noroozi, Mehdi, khakshour, Ali, Azari, Nadia. A Comparison Study of the norms of Tehran and Iran in the Performance of 1-42-month-old children on the Bayley Scale. , 1400; 10(2): 15426-15438. doi: 10.22038/ijp.2021.57436.4509

A Comparison Study of the norms of Tehran and Iran in the Performance of 1-42-month-old children on the Bayley Scale

Journal of Pediatric Perspectives
مقاله 9، دوره 10، شماره 2، اردیبهشت 2022، صفحه 15426-15438    اصل مقاله (571.69 K)
نوع مقاله: original article
شناسه دیجیتال (DOI): 10.22038/ijp.2021.57436.4509
نویسندگان
Farin Soleimani1؛ Adis Kraskian* 2؛ Mehdi Noroozi3؛ Ali khakshour4؛ Nadia Azari5
1MD, Pediatrician, Research Professor, Pediatric Neurorehabilitation Research Center, Speech & Language Pathology Department, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
2PhD, Assistant Professor, Department of Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran.
3PhD, Assistant Professor of Epidemiology, Substance Abuse and Dependence Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
4Clinical Research Development Unit of Akbar Hospital, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
5MD, Pediatrician, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
چکیده
Rehabilitation Sciences, Tehran, Iran.
 
Abstract
Background: There is a wide variety of sociocultural and environmental background characteristics in different geographical places of Iran. The aim of this study was to investigate the rates of developmental delay in Tehran in comparison to the norm of Iran, using the Bayley III measure.
Methods: This cross sectional study was a part of a national study conducted in Iran, between 2014 and 2016. During the study period, five hundred fifty Persian speaking children in Tehran were included. The sampling was in proportion to the population of children covered in each region. First, the differences between the scaled scores, based on the norms of Tehran and Iran were calculated and then, a one sample Multivariate Analysis of Variance (MANOVA) was used, which showed a significant difference between the scaled scores. Next, we used a univariate analysis to find which scales these significant differences were generated from. Finally, the rate of children with low scores (<-1SD, and <-2 SD) were compared by means of the McNemar analyses.
Results: The numbers of male participants were 310 (54.5%). The mothers in the sample of Tehran had higher educational levels in comparison to those in the sample of Iran (P= 0.001). Considering Iran’s norm compared to Tehran’s norm leads to significantly fewer rates of delay, on cognition scale (<-1SD; 11.6% to 19.8%) and fine motor scale (<-1SD; 15.1% to 21.1%)(<-2SD; 1.6% to 3.3%) respectively (p <0.01). The differences in estimation rate were somewhat age-dependent. The greatest difference between the norm of Tehran and Iran was in the age group of “25 months 16 days to 42 months 15 days”.
Conclusion: In some developmental domains, the norm of Iran in comparison to that of Tehran indicates a lower rate of children with developmental delay.
کلیدواژه‌ها
Bayley Scales of Infant and Toddler Development؛ testing norms؛ Child development؛ infants؛ toddlers
مراجع
  1. Almond D, Currie J. Human Capital Development before Age Five. In: Ashenfelter O, Card D. Handbook of Labour Economics. vol 4B: Elsevier. 2011, 1315-486.
  2. Knudsen EI, Heckman JJ, Cameron JL, Shonkoff JP. Economic, neurobiological, and behavioural perspectives on building America's future workforce. Proc Natl Acad Sci USA. 2006 Jul 5; 103(27):10155-10162.
  3. Cunha F, Heckman JJ, Schennach SM. Estimating the Technology of Cognitive and Noncognitive Skill Formation. Econometrica. 2010; 78(3):883-931.
  4. Heckman, J., Moon, S.H., Pinto, R., Savelyev, P. and Yavitz, A., Analysing social experiments as implemented: A reexamination of the evidence from the HighScope Perry Preschool Program. Quantitative Economics. 2010; 1:1-46.
  5. Attanasio O, Cattan S, Fitzsimons E, et al. Estimating the Production Function for Human Capital: Results from a Randomised Controlled Trial in Colombia. American Economic Review. 2020; 110(1):48-85.
  6. Manning M, Patterson J. LIFETIME EFFECTS: The High/Scope Perry preschool study through age 40. Childhood Education. 2006; 83(2):121.
  7. Alloway TP, Alloway RG. Investigating the predictive roles of working memory and IQ in academic attainment. J Exp Child Psychol. 2010; 106(1):20-9.
  8. Walker SP, Wachs TD, Grantham-McGregor S, Black MM, Nelson CA, Huffman SL, et al. Inequality in early childhood: risk and protective factors for early child development. Lancet. 2011; 378(9799):1325-38.
  9. Gertler P, Heckman J, Pinto R, Zanolini A, Vermeersch C, Walker S, et al. Labour market returns to an early childhood stimulation intervention in Jamaica. Science. 2014; 344(6187):998-1001.
  10. Grantham-McGregor S, Cheung YB, Cueto S, Glewwe P, Richter L, Strupp B; International Child Development Steering Group. Developmental potential in the first 5 years for children in developing countries. Lancet. 2007; 369(9555):60-70.
  11. Black MM, Walker SP, Fernald LCH, Andersen CT, DiGirolamo AM, Lu C, et al. Early childhood development coming of age: science through the life course. Lancet 2017; 389(10064):77-90.
  12. Heckman JJ. Policies to foster human capital. Research in Economics. 2000; 54(1):3-56.
  13. Walker SP, Wachs TD, Gardner JM, Lozoff B, Wasserman GA, Pollitt E, et al. Child development: risk factors for adverse outcomes in developing countries. Lancet. 2007; 369(9556):145-57.
  14. Bayley N. Bayley scales of infant and toddler development: 2006; PsychCorp, Pearson.
  15. Sternberg RJ, Nokes C, Geissler PW, Prince R, Okatcha F, Bundy DA, et al. The relationship between academic and practical intelligence: a case study in Kenya. Intelligence. 2001; 29(5):401-18.
  16. Azari N, Soleimani F, Vameghi R, Sajedi F, Shahshahani S, Karimi H, et al. A Psychometric Study of the Bayley Scales of Infant and Toddler Development in Persian Language Children. Iran J Child Neurol. 2017; 11(1):50-56.
  17. Soleimani F, Azari N, Vameghi R, Sajedi F, Shahshahani S, Karimi H et al. [Cut off point determination of the Persian version of Bayley Scales of Infant and toddlers Development III test in 1-42 months old children in Tehran city]. Research Report.Tehran, Iran; University of Social Welfare & Rehabilitation Sciences, Pediatric Neurorehabilitation Research Center, 2015 (Persian).
  18. Soleimani F, Azari N, Kraskian A, Vameghi R, Barakati SH, Lornegad H, et al. [The standardisation and cut off point determination of the Persian version of Bayley Scales for assessing the development III of 1-42-month-old infants and toddlers in Iran]. Research Report.Tehran;Iran:University of Social Welfare & Rehabilitation Sciences, Pediatric Neurorehabilitation Research Center, 2016 (Persian).
  19. Bos AF. Bayley-II or Bayley-III: what do the scores tell us? Developmental medicine and child neurology. 2013; 55(11):978-9.
  20. Lowe JR, Erickson SJ, Schrader R, Duncan AF. Comparison of the Bayley II Mental Developmental Index and the Bayley III Cognitive Scale: are we measuring the same thing? Acta Paediatr. 2012; 101(2):e55-8.
  21. Iran-Statistical-Yearbook. 2020. Available from: URL; http:// www.amar.org.ir/english/Iran-Statistical-Yearbook.
  22. Peña ED, Spaulding TJ, Plante E. The composition of normative groups and diagnostic decision making: shooting ourselves in the foot. Am J Speech Lang Pathol. 2006; 15(3):247-54. doi: 10.1044/1058-0360(2006/023). PMID: 16896174.
  23. Anderson PJ, Burnett A. Assessing developmental delay in early childhood - concerns with the Bayley-III scales. Clin Neuropsychol. 2017; 31(2):371-381.
  24. Cohen J. Statistical power analysis. Current directions in psychological science. 1992 Jun; 1(3):98-101.
  25. Westera JJ, Houtzager BA, Overdiek B, van Wassenaer AG. Applying Dutch and US versions of the BSID-II in Dutch children born preterm leads to different outcomes. Dev Med Child Neurol. 2008; 50(6):445-9.
  26. Chinta S, Walker K, Halliday R, Loughran-Fowlds A, Badawi N. A comparison of the performance of healthy Australian 3-year-olds with the standardised norms of the Bayley Scales of Infant and Toddler Development (version-III). Arch Dis Child. 2014; 99(7):621-4.
  27. Walker K, Badawi N, Halliday R, Laing S. Brief Report: Performance of Australian Children at One Year of Age on the Bayley Scales of Infant and Toddler Development (Version III), the Educational and Developmental Psychologist. 2010; 27:1, 54-58.
  28. Yu YT, Hsieh WS, Hsu CH, Chen LC, Lee WT, Chiu NC, Wu YC, Jeng SF. A psychometric study of the Bayley Scales of Infant and Toddler Development - 3rd Edition for term and preterm Taiwanese infants. Res Dev Disabil. 2013 Nov; 34(11):3875-83.
  29. Krogh MT, Væver MS, Harder S, Køppe S. Cultural differences in infant development during the first year: A study of Danish infants assessed by the Bayley-III and compared to the American norms, European Journal of Developmental Psychology. 2012; 9:6, 730-736, DOI: 10.1080/17405629.2012.688101.
  30. Blair BL, Perry NB, O'Brien M, Calkins SD, Keane SP, Shanahan L. Identifying developmental cascades among differentiated dimensions of social competence and emotion regulation. Dev Psychol. 2015; 51(8):1062-73.
  31. Calkins SD, Bell MA. Child development at the intersection of emotion and cognition. American Psychological Association; 2010.
  32. Kelly Y, Sacker A, Schoon I, Nazroo J. Ethnic differences in achievement of developmental milestones by 9 months of age: The Millennium Cohort Study. Dev Med Child Neurol. 2006; 48(10):825-30.
  33. Duncan AF, Watterberg KL, Nolen TL, Vohr BR, Adams-Chapman I, Das A, et al. Effect of ethnicity and race on cognitive and language testing at age 18-22 months in extremely preterm infants. J Pediatr. 2012; 160(6):966-71.e2.
  34. Carneiro P, Meghir C, Parey M. Maternal Education, Home Environments, and the Development of Children and Adolescents, Journal of the European Economic Association. 2013; 11:123–160.
  35. Attig M, Weinert S. What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years. Front Psychol. 2020; 8:11:557751.
  36. Steenis LJ, Verhoeven M, Hessen DJ, van Baar AL. Performance of Dutch children on the Bayley III: a comparison study of US and Dutch norms. PLoS One. 2015; 12:10(8):e0132871.
  37. Marton K, Gehebe T, Pazuelo L. Cognitive Control along the Language Spectrum: From the Typical Bilingual Child to Language Impairment. Semin Speech Lang. 2019; 40(4):256-271.
  38. Hickey A, Froude EH, Williams A, Hart T, Summers J. Performance of Australian children on the Miller assessment for preschoolers compared with USA norms. Australian Occupational Therapy Journal. 2000; 47: 86-94.
 

آمار
تعداد مشاهده مقاله: 584
تعداد دریافت فایل اصل مقاله: 331