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  • Title: Childhood growth and development associated with need for full-time special education at school age.
    Author: Mannerkoski M, Aberg L, Hoikkala M, Sarna S, Kaski M, Autti T, Heiskala H.
    Journal: Eur J Paediatr Neurol; 2009 Jan; 13(1):18-27. PubMed ID: 18407533.
    Abstract:
    OBJECTIVE: To explore how growth measurements and attainment of developmental milestones in early childhood reflect the need for full-time special education (SE). METHODS: After stratification in this population-based study, 900 pupils in full-time SE groups (age-range 7-16 years, mean 12 years 8 months) at three levels and 301 pupils in mainstream education (age-range 7-16, mean 12 years 9 months) provided data on height and weight from birth to age 7 years and head circumference to age 1 year. Developmental screening was evaluated from age 1 month to 48 months. Statistical methods included a general linear model (growth measurements), binary logistic regression analysis (odds ratios for growth), and multinomial logistic regression analysis (odds ratios for developmental milestones). RESULTS: At 1 year, a 1 standard deviation score (SDS) decrease in height raised the probability of SE placement by 40%, and a 1 SDS decrease in head size by 28%. In developmental screening, during the first months of life the gross motor milestones, especially head support, differentiated the children at levels 0-3. Thereafter, the fine motor milestones and those related to speech and social skills became more important. CONCLUSION: Children whose growth is mildly impaired, though in the normal range, and who fail to attain certain developmental milestones have an increased probability for SE and thus a need for special attention when toddlers age. Similar to the growth curves, these children seem to have consistent developmental curves (patterns).
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