BJOG: An International Journal of Obstetrics & Gynaecology, 2005
Objective The objectives of this study were to examine the rates of domestic violence reported d... more Objective The objectives of this study were to examine the rates of domestic violence reported during and after pregnancy and to assess the importance of family adversity.Design Prospective longitudinal cohort study.Setting Bristol Avon, Southwest England.Population Seven thousand five hundred and ninety‐one pregnant women with due dates between 1.4.91 and 31.12.92.Methods Questionnaires administered at 18 weeks of gestation and 8 weeks, 8 months, 21 months and 33 months postpartum.Main outcome measures The experience of emotional or physical cruelty by an intimate partner at each time point.Results Fewer women reported domestic violence victimisation during pregnancy than they did postpartum (18 weeks of gestation: 1% physical cruelty, 4.8% emotional cruelty, 5.1% any victimisation; 33 months postpartum: 2.9% physical, 10.8% emotional, 11% any victimisation). Women who reported being victimised during pregnancy also reported significantly higher levels of social adversity du...
Children born extremely preterm (EP) have poorer academic attainment than their term-born peers. ... more Children born extremely preterm (EP) have poorer academic attainment than their term-born peers. There is a need to identify the specific cognitive mechanisms that are associated with poor academic attainment in preterm populations to inform the development of intervention strategies. A parallel mediation analysis was conducted with cross-sectional data from 152 EP children (< 27 weeks of gestation) and 120 term-born controls who were assessed at age 11. Mathematics and reading attainment was assessed using the Wechsler Individual Achievement Test 2nd Edition. Controlling for sex and socio-economic status we evaluated the following mediators: verbal working memory, visuospatial working memory, verbal processing speed, attention, and visuospatial processing. These were assessed using subtests from the standardized NEPSY-II test and Wechsler Intelligence Scale for Children-5th Edition. Verbal working memory, visuospatial working memory, visuospatial processing and verbal processing speed, but not attention, were significant independent mediators between EP birth and attainment in reading. No direct relationship between EP birth and reading attainment remained in the mediated model. All five neuropsychological variables mediated the relationship between EP birth and attainment in mathematics, but a direct effect of EP birth on mathematics remained in the mediated model. Together, all five neuropsychological abilities indirectly explained 44% of the variance in reading and 52% of the variance in mathematics. Visuospatial processing was the strongest mediator of both mathematics and reading. Components of executive function, especially visuospatial processing, are important predictors of academic attainment. Interventions to improve visuospatial skills could be trialed in EP populations.
Journal of Child Psychology and Psychiatry, Mar 1, 1994
For many years it has been suspected that severely impaired somatic growth during early postnatal... more For many years it has been suspected that severely impaired somatic growth during early postnatal life can be associated with the subsequent impairment of mental abilities. This study aimed to test that, hypothesis on the basis of data gathered from a prospective whole population survey of infant development in south London. A year's birth cohort of 1558 full‐term singletons was monitored: 47 otherwise, healthy cases with serious growth faltering in the first year were recruited. Mental and psychomotor abilities were assessed at 15 months. Potentially confounding psychosocial variables, including cognitive stimulation received at home, were measured contemporaneously. A statistical model was constructed that enabled the timing, duration and severity of growth faltering to be used as predictors of mental functioning. Up to 37% of the variance in cognitive and psychomotor outcome at 15 months can be explained by the model. The first few postnatal months appear to constitute a “sensitive period” for the relationship between growth and mental development.
SOMA was designed in recognition of the need for an assessment tool with regards to the prevalanc... more SOMA was designed in recognition of the need for an assessment tool with regards to the prevalance of feeding disorders during infancy, and the significance of such difficulties for the infant and caregiver. This work offers an examination of this tool.
Archives of Disease in Childhood-fetal and Neonatal Edition, Jun 1, 2011
ABSTRACT Objective To examine how cognitive ability is related to gestational age and the extent ... more ABSTRACT Objective To examine how cognitive ability is related to gestational age and the extent to which observed differences could be explained by socio-economic confounding.Methods The Millennium Cohort Study collected data on 18 818 children at 9 months and 3, 5 and 7 years. Cognitive development was assessed using Bracken School Readiness Assessment at age 3, British Ability Scales II at ages 3, 5 and 7 and progress in mathematics at 7 years. Z-scores were analysed by linear regression with adjustment for confounders.ResultsChildren born at
BJOG: An International Journal of Obstetrics & Gynaecology, 2005
Objective The objectives of this study were to examine the rates of domestic violence reported d... more Objective The objectives of this study were to examine the rates of domestic violence reported during and after pregnancy and to assess the importance of family adversity.Design Prospective longitudinal cohort study.Setting Bristol Avon, Southwest England.Population Seven thousand five hundred and ninety‐one pregnant women with due dates between 1.4.91 and 31.12.92.Methods Questionnaires administered at 18 weeks of gestation and 8 weeks, 8 months, 21 months and 33 months postpartum.Main outcome measures The experience of emotional or physical cruelty by an intimate partner at each time point.Results Fewer women reported domestic violence victimisation during pregnancy than they did postpartum (18 weeks of gestation: 1% physical cruelty, 4.8% emotional cruelty, 5.1% any victimisation; 33 months postpartum: 2.9% physical, 10.8% emotional, 11% any victimisation). Women who reported being victimised during pregnancy also reported significantly higher levels of social adversity du...
Children born extremely preterm (EP) have poorer academic attainment than their term-born peers. ... more Children born extremely preterm (EP) have poorer academic attainment than their term-born peers. There is a need to identify the specific cognitive mechanisms that are associated with poor academic attainment in preterm populations to inform the development of intervention strategies. A parallel mediation analysis was conducted with cross-sectional data from 152 EP children (< 27 weeks of gestation) and 120 term-born controls who were assessed at age 11. Mathematics and reading attainment was assessed using the Wechsler Individual Achievement Test 2nd Edition. Controlling for sex and socio-economic status we evaluated the following mediators: verbal working memory, visuospatial working memory, verbal processing speed, attention, and visuospatial processing. These were assessed using subtests from the standardized NEPSY-II test and Wechsler Intelligence Scale for Children-5th Edition. Verbal working memory, visuospatial working memory, visuospatial processing and verbal processing speed, but not attention, were significant independent mediators between EP birth and attainment in reading. No direct relationship between EP birth and reading attainment remained in the mediated model. All five neuropsychological variables mediated the relationship between EP birth and attainment in mathematics, but a direct effect of EP birth on mathematics remained in the mediated model. Together, all five neuropsychological abilities indirectly explained 44% of the variance in reading and 52% of the variance in mathematics. Visuospatial processing was the strongest mediator of both mathematics and reading. Components of executive function, especially visuospatial processing, are important predictors of academic attainment. Interventions to improve visuospatial skills could be trialed in EP populations.
Journal of Child Psychology and Psychiatry, Mar 1, 1994
For many years it has been suspected that severely impaired somatic growth during early postnatal... more For many years it has been suspected that severely impaired somatic growth during early postnatal life can be associated with the subsequent impairment of mental abilities. This study aimed to test that, hypothesis on the basis of data gathered from a prospective whole population survey of infant development in south London. A year's birth cohort of 1558 full‐term singletons was monitored: 47 otherwise, healthy cases with serious growth faltering in the first year were recruited. Mental and psychomotor abilities were assessed at 15 months. Potentially confounding psychosocial variables, including cognitive stimulation received at home, were measured contemporaneously. A statistical model was constructed that enabled the timing, duration and severity of growth faltering to be used as predictors of mental functioning. Up to 37% of the variance in cognitive and psychomotor outcome at 15 months can be explained by the model. The first few postnatal months appear to constitute a “sensitive period” for the relationship between growth and mental development.
SOMA was designed in recognition of the need for an assessment tool with regards to the prevalanc... more SOMA was designed in recognition of the need for an assessment tool with regards to the prevalance of feeding disorders during infancy, and the significance of such difficulties for the infant and caregiver. This work offers an examination of this tool.
Archives of Disease in Childhood-fetal and Neonatal Edition, Jun 1, 2011
ABSTRACT Objective To examine how cognitive ability is related to gestational age and the extent ... more ABSTRACT Objective To examine how cognitive ability is related to gestational age and the extent to which observed differences could be explained by socio-economic confounding.Methods The Millennium Cohort Study collected data on 18 818 children at 9 months and 3, 5 and 7 years. Cognitive development was assessed using Bracken School Readiness Assessment at age 3, British Ability Scales II at ages 3, 5 and 7 and progress in mathematics at 7 years. Z-scores were analysed by linear regression with adjustment for confounders.ResultsChildren born at
"Background: The predictors of attention problems in 6-year-olds remains uncertain. Here we exami... more "Background: The predictors of attention problems in 6-year-olds remains uncertain. Here we examined the impacts of prematurity from Small [birth weight] for Gestational Age (SGA).
Method: 1,437 Bavarian children from high to low neonatal risk were studied from birth to 6 years as part of a prospective longitudinal cohort study. Gender differences and indirect effects (via age 20 month head circumference and cognition) were considered. Age 6 attention problems were measured by parents and researchers.
Results: Boys, preterms, and SGA children were at increased risk for attention problems. The impacts of prematurity and SGA on age 6 attention problems operated by indirect effects via age 20 months cognition and head circumference. Prematurity was more likely to have indirect effects on attention problems via reduced cognition. SGA was more likely to operate through poorer head growth. Evidence of gender moderation was found indicating a more severe impact of prematurity in girls.
Conclusions: Prematurity and SGA appear to impact attention problems via insults to different neurological structures: SGA is more likely to reduce brain volume while prematurity appears to alter brain function. Although female attention problems are less common, when observed they are more strongly predicted by prematurity and early cognitive dysfunction."
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Papers by Dieter Wolke
Method: 1,437 Bavarian children from high to low neonatal risk were studied from birth to 6 years as part of a prospective longitudinal cohort study. Gender differences and indirect effects (via age 20 month head circumference and cognition) were considered. Age 6 attention problems were measured by parents and researchers.
Results: Boys, preterms, and SGA children were at increased risk for attention problems. The impacts of prematurity and SGA on age 6 attention problems operated by indirect effects via age 20 months cognition and head circumference. Prematurity was more likely to have indirect effects on attention problems via reduced cognition. SGA was more likely to operate through poorer head growth. Evidence of gender moderation was found indicating a more severe impact of prematurity in girls.
Conclusions: Prematurity and SGA appear to impact attention problems via insults to different neurological structures: SGA is more likely to reduce brain volume while prematurity appears to alter brain function. Although female attention problems are less common, when observed they are more strongly predicted by prematurity and early cognitive dysfunction."