Low Birth Weight Babies and Disability (2024) / Chapter Skim
Currently Skimming:
3 Developmental Domains and Trajectories
3 Developmental Domains and Trajectories
Pages 63-90
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 63... ...
Low birth weight (LBW) infants who are born preterm or small for gestational age are at increased risk for health conditions or impairments that can impede their skill development and negatively affect their ability to function.
|
From page 64... ...
In the literature and in infant and child assessments, developmental skills typically are grouped into developmental domains, while functional skills are grouped into functional domains, as described in the following section. Although there are similarities in terminology among some of the developmental and functional domains, there seldom is a one-to-one correspondence.
|
From page 65... ...
Such factors as parenting and parenting skills affect development, and the availability of appropriate learning opportunities and supports in the environment is crucial. Anything that interferes with an environment conducive to maximal development can negatively affect a child's development, potentially resulting in delayed development or ongoing health conditions.
|
From page 66... ...
and the Individuals with Disabilities Education Act (IDEA) , which specify primarily developmental domains, and SSA's framework and the World Health Organization's ICF, which specify functional domains.
|
From page 67... ...
Individuals with Disabilities Education Act IDEA, first enacted in 1975, ensures a free and appropriate public education for all children, from birth to 21 years of age, who are eligible for special education and related services.1 IDEA is divided into Parts C and B; Part B is discussed in Chapter 5. Part C mandates that all children under the age of 3 be screened and those who meet eligibility requirements be provided with early intervention services that address developmental 1 Individuals with Disabilities Education Act, 20 U.S.C.
|
From page 68... ...
First is through documentation of a medical impairment of a level of severity that meets the criteria specified in a particular listing. Children born LBW may automatically qualify for SSI by meeting the criteria in the SSA listing for Low Birth Weight and Failure to Thrive (SSA, 2023)
|
From page 69... ...
Because the frameworks of AAP/CDC and IDEA specify primarily developmental domains, whereas those of SSA and the ICF specify functional domains, a one-to-one correspondence between specific AAP/CDC or IDEA domains and the different functional domains seldom exists. Typically, all developmental domains will impact all functional domains, especially over time.
|
From page 70... ...
In the latter case, the content of the "missing" area is likely captured under a different domain. It is important to note as well that, although the lists of developmental and functional domains imply discrete categories, developmental and functional skills often span multiple domains.
|
From page 71... ...
. It is exceptionally important to understand this continued developmental progress in children who may be at risk for altered developmental trajectories, including those born LBW or preterm.
|
From page 72... ...
TABLE 3-2 Selected Developmental Skills from Birth to 24 Months 72 Movement or Physical Age Development Communication Cognition Social or Emotional Development By 2 months Holds up head when on Startles at loud sounds. Watches when others Quiets or smiles when talked to.
|
From page 73... ...
By 12 months Pulls to stand. Understands words for common Puts items into Plays games, such as peek-a-boo and "Cruises" while holding items and people -- words such as containers.
|
From page 74... ...
based on scarce normative data, inconsistency in definitions, variability in timing of onset, and lack of evidence that all typically developing children crawl (Kretch et al., 2022, citing J Zubler, p.
|
From page 75... ...
Even within the first years of life, typical developmental progress can be interrupted or impeded by various factors, genetic, medical, psychosocial, and environmental. Any early disruption can thus have lifelong consequences Typical Opportunities/ Resilience Acute/Temporary SKILLS / KNOWLEDGE Delayed Regression/ Loss of skills Barriers/Adverse Social Determinants of Health Plateau/ Lack of progress 0 9 18+ AGE IN YEARS FIGURE 3-1 Altered developmental trajectories.
|
From page 76... ...
These factors obviously disrupt the standard biological developmental process, potentially resulting in structural neuroanatomic differences (e.g., via intraventricular hemorrhage) or chronic health conditions that will persistently impact development (e.g., epilepsy)
|
From page 77... ...
. DEVELOPMENTAL TIMELINES FOR PRETERM AND SMALL FOR GESTATIONAL AGE LOW BIRTH WEIGHT INFANTS Developmental delays are evidenced when children demonstrate skills or functions that are below norms based on their age.
|
From page 78... ...
Corrected versus Chronological Age Children born LBW are usually born preterm or earlier than anticipated. To acknowledge the impact of preterm birth on skill attainment, the developmental trajectory of preterm children is compared with a "corrected age" rather than their actual chronological age.
|
From page 79... ...
. Unfortunately, standards and recommendations vary regarding the use of corrected age in considering the developmental outcomes of children born preterm.
|
From page 80... ...
persistent motor delays without evidence of progression and with evidence of functional limitations, or (2) qualitative motor differences in the form of atypicalities.6 For example, a child born prematurely who is not walking independently at 18 months corrected age is considered to have a motor delay (see 5 42 U.S.
|
From page 81... ...
However, the same distinction between delays and disorders (in the form of persistent delays with functional limitations or atypicalities) exists across language development.
|
From page 82... ...
Examples of these disorders from the DSM-5-TR include • Developmental coordination disorder, which is defined in part as the performance of coordinated motor skills significantly below expectation for a child's chronological age or intellectual ability, which significantly interferes with daily functioning; • Language disorder, defined as a pattern of persistent difficulties in the comprehension and production of spoken, written, or signed language relative to age and cognitive abilities that interfere with functioning; and • Specific learning disorders, defined as a pattern of learning diffi culties substantially below what would be expected based on age, grade placement, and cognitive ability that persist after 6 months of targeted treatment and interfere with daily functioning.7 7 Of note, quantitative guidelines were previously applied in determining whether specific learn ing disorders met criteria for a disorder. Discrepancy-based models of learning disorders, still used by some diagnosticians, continue to define such disorders as the presence of a significant difference, often greater than 1 standard deviation, between cognitive abilities and academic achievement.
|
From page 83... ...
3-3. Developmental skills typically are grouped into developmental domains, while functional skills are grouped into functional domains.
|
From page 84... ...
Correcting for prematurity may result in elevated developmental test scores in children with impairments in developmental skill attainment and functioning who will remain behind throughout the lifespan or have an altered develop mental trajectory relative to their peers of the same chronological age, thereby delaying or denying eligibility for services these children need.
|
From page 85... ...
2015. Sound reduction management in the neonatal intensive care unit for preterm or very low birth weight infants.
|
From page 86... ...
2020. Early environment and long term outcomes of preterm infants.
|
From page 87... ...
2011. Head circumference catch-up growth among preterm very low birth weight infants: Effect on neurodevelop mental outcome.
|
From page 88... ...
2016. Cycled light in the intensive care unit for preterm and low birth weight infants.
|
From page 89... ...
2004. Long-term neu ropsychological outcomes of very low birth weight: Associations with early risks for periventricular brain insults.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.