A comparison of the performance of normal middle social class Egyptian infants and toddlers with the reference norms of the Bayley Scales -third edition (Bayley III): A pilot study

Background Developmental assessment is an important facility for early detection and intervention of developmental delay in children. Objective: to assess the performance of a sample of middle social class Egyptian infants and toddlers on Bayley Scales of Infant and Toddler Development-third edition (Bayley III), and to compare their cognitive, motor, and communication scores with that of the reference norms. Methods It was a cross-sectional pilot study, included 270 children aged 18–42 months. Mothers filled a questionnaire including questions about family socioeconomic background, perinatal history, and family history. Physical examination and growth assessment of children were performed. Developmental assessment of cognitive, language and motor skills was performed using the Bayley III scales and compared the American norm scores with the Egyptian mean scores. Results The mean cognitive, language and motor composite scores were 92.5+18.5, 91.76+ 15.6, and 95.67+18.9 respectively. All were lower than the American mean (100+ 15) with highly significant differences. About one-fourth of the enrolled Egyptian children had below-average composite scores according to the US cutoff point. The ranks of Egyptian children on the American versus the Egyptian percentile curves were significantly different. Conclusion Mean values of all assessed developmental domains of Egyptian children are within the norm-referenced average of Bayley III, but lower than the recorded American mean. Assessing Egyptian children according to the American norms may result in overestimating developmental delay. This pilot study raised the question about using different cutoff points suitable for the developmental trajectory of Egyptian children. Answering this question needs further studies on Bayley-III after cultural adaptation and standardization, using a larger, more diverse, and representative sample of the Egyptian population.

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“Yay! Yuck!” Toddlers use incongruent emotions to reason about hidden objects

10.31234/osf.io/zm6p7 ◽

2020 ◽

Author(s):

Alexis Sierra Smith-Flores ◽

Lisa Feigenson

Keyword(s):

Early Development ◽

Present Experiment ◽

Single Agent ◽

Emotional Responses ◽

Higher Order ◽

Single Stimulus ◽

Developmental Trajectory ◽

Infants And Toddlers ◽

The World ◽

Do So

Infants show impressive sensitivity to others’ emotions from early on, attending to and discriminating different facial emotions, using emotions to decide what to approach or avoid, and recognizing that certain objects and events are likely to produce certain emotional responses. But do infants and toddlers also recognize more abstract features of emotions—features that are not tied to any one emotion in particular? Here we examined the development of the higher order expectation that emotions are more or less mutually exclusive, asking whether young children recognize that people generally do not express two conflicting emotions towards a single stimulus. We first asked whether 26-month old toddlers can use an agent’s incongruent versus congruent emotional responses (“Yay! Yuck!” versus “Yay! Wow!”) to reason about how many objects were hidden in a box. We found that toddlers inferred that incongruent emotions signaled the presence of two numerically distinct objects (Experiment 1). This inference relied on the incongruent emotions being produced by a single agent; when two different agents gave two incongruent emotional responses, toddlers did not assume that two objects must be present (Experiment 2). Finally, we examined the developmental trajectory of this ability. We found that younger, 20-month olds failed to use incongruent emotions to individuate objects (Experiment 3), although they readily used incongruent novel labels to do so (Experiment 4). Our results suggest that by 2-years of age, children use higher order knowledge of emotions to make inferences about the world around them, and that this ability undergoes early development.

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Assessment of Usual Fruit, Vegetable and Vitamin C Intakes in a Sample of Egyptian Children: Pilot Study

Food and Nutrition Sciences ◽

10.4236/fns.2015.610096 ◽

2015 ◽

Vol 06 (10) ◽

pp. 923-934

Author(s):

Laila Hussein ◽

Nehad Hassan ◽

Mahmoud Mohamad ◽

Sahar Abdel Aziz

Keyword(s):

Pilot Study ◽

Vitamin C ◽

Egyptian Children

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Mother–father differences in screening for developmental delay in infants and toddlers

Journal of Communication Disorders ◽

10.1016/j.jcomdis.2012.04.002 ◽

2012 ◽

Vol 45 (4) ◽

pp. 255-262 ◽

Cited By ~ 5

Author(s):

Maja Cepanec ◽

Karolina Lice ◽

Sanja Šimleša

Keyword(s):

Developmental Delay ◽

Infants And Toddlers

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The Clinical Use of the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) in Australia

The Australian Educational and Developmental Psychologist ◽

10.1375/aedp.26.2.154 ◽

2009 ◽

Vol 26 (2) ◽

pp. 154-164 ◽

Cited By ~ 1

Author(s):

Angela Kinsella-Ritter ◽

Frances L. Gibson ◽

Shirley Wyver

Keyword(s):

Developmental Delay ◽

Online Survey ◽

Adaptive Behaviour ◽

Global Developmental Delay ◽

Assessment Instruments ◽

Clinical Group ◽

Notable Increase ◽

Toddler Development ◽

Age Range ◽

Bayley Scales

AbstractThe Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) is a standardised assessment used to assess the developmental functioning of infants and young children from 1 month to 42 months of age (Bayley, 2006a). The Bayley scales are recognised internationally as one of the most comprehensive developmental assessment instruments (Sattler & Hoge, 2006) used to examine the major facets of a young child's development (Bayley, 2006a). The primary purpose of the Bayley-III is to identify children with developmental delay and to provide information for intervention implementation (Bayley, 2006a). The domains of early development covered increased from two to five including cognition, language, motor, social-emotional and adaptive behaviour with the publication of the third edition (Bayley, 2006a). While the original Bayley scales were predominately used by psychologists, publication of later editions led to accredited use, within the Australian and New Zealand context, by developmental paediatricians, occupational therapists, physiotherapists and speech pathologists (Bayley, 1969; Bayley 1992; Pearson Clinical and Talent Assessment, 2009). Although the Bayley-III is more comprehensive and a broader range of professionals now use the scales little is known about the clinical application. The current study aimed to explore the use of the Bayley-III in practice and views on the current US norms. An online survey was conducted and the findings revealed that the majority of respondents were interested in Australian local norms; the predominant age range assessed was the 24- to 42-month-old group and the most common clinical group seen and assessed was children presenting with global developmental delay. While the majority of the respondents used the Bayley-III approximately once a month or more, at least one third used it less often. However anticipated use over the next 12 months indicated a notable increase from 30% currently using it once or twice weekly up to 65%.

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Development of Infants and Toddlers with Clefts from Birth to Three Years of Age

The Cleft Palate-Craniofacial Journal ◽

10.1597/1545-1569_1997_034_0218_doiatw_2.3.co_2 ◽

1997 ◽

Vol 34 (3) ◽

pp. 218-225 ◽

Cited By ~ 23

Author(s):

Gary S. Neiman ◽

Hallie E. Savage

Keyword(s):

At Risk ◽

Cleft Palate ◽

Cleft Lip ◽

Expressive Language ◽

Fine Motor ◽

Infants And Toddlers ◽

Developmental Assessment ◽

Normative Sample ◽

Self Help ◽

Delayed Development

Objective The purpose of this study was to use caregiver report measures to describe the developmental status of infants and toddlers with clefts. Method Developmental assessment data were obtained on 186 infants and toddlers with cleft lip (n = 48), cleft palate (n = 46), and cleft lip/palate (n = 92) at one of the following age categories: 5 months (n = 47), 13 months (n = 46), 25 months (n = 47), and 36 months (n = 46). Developmental assessment measures used were the Kent Infant Developmental Scale and the Minnesota Child Development Inventory, both caregiver reports. Data were analyzed in separate 2-between ANOVAs (age x cleft type) for each developmental domain according to developmental assessment measure. Further, results were examined relative to the normative sample. Results The ANOVA results indicated that at 5 months, lower motor and self-help developmental quotients (DQs) were evident compared to the 13-month-old level. When compared to the normative sample, the 5-month-old infants exhibited ‘at-risk/delayed’ development on the motor, self-help, and cognitive domains, and as reflected on their full-scale scores, depending on the cleft type. Infants at 13 and 25 months were within normal limits in all developmental domains, with the exception of the 13-month-old infants with cleft palate, who demonstrate ‘at-risk’ development in the motor domain. At 36 months of age, all toddlers demonstrated significantly lower developmental performance in the fine motor, gross motor, and expressive language domain compared to the 25-month-old toddlers. Toddlers with cleft palate exhibit ‘at-risk/delayed’ development in the expressive language domain at 36 months. Conclusion Data are discussed relative to the events surrounding team management of clefts, Including surgery, middle-ear problems, and feeding difficulty.

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