Title

Intellectual outcome in early childhood after neonatal stroke.

Date of Award

2005

Degree Type

Thesis

Degree Name

M.A.

Department

Psychology

Keywords

Psychology, Cognitive.

Rights

CC BY-NC-ND 4.0

Abstract

Pediatric stroke is often associated with long-term neurological deficits, including cognitive and motor impairments. These deficits can adversely affect a child's ability to function in all settings, including home and school. The purpose of the present study was to examine early intellectual outcome for survivors of neonatal arterial ischemic or sinovenous thrombotic stroke (i.e., stroke before 28 days of age). This study was the first of its kind to study intellectual outcome across three years post-stroke in stroke confined to the neonatal period. Children from the Canadian Pediatric Ischemic Stroke Registry were followed at 12, 24, and 36 months post stroke (the number of participants varied across these testing points). The Bayley Scales of Infant Development, the Wechsler Preschool and Primary Scales of Intelligence-Revised, and the Peabody Picture Vocabulary Test-Revised were used to measure intellectual outcome. Scores were compared with standardized normative data of healthy children. Results revealed that mean scores on measures of intellectual outcome generally fell within the average range. However, children with neonatal stroke obtained significantly lower scores than the normative sample on the Bayley Psychomotor Development Index (PDI) at 12 months and on the Bayley Mental Development Index (MDI) and PDI at 24 months post-stroke. Outcome did not differ based on gender, stroke type, or presence of infarction. However, comparison of intellectual outcome based on hemisphere of infarction revealed performance favouring children with left hemispheric infarction on an absolute basis at all time points. These differences were significant at 24 and 36 months post-stroke. Further research is required to confirm whether the cognitive status of these children improves, remains in the low average range, or declines with development as more complex skills are learned.Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2005 .M35. Source: Masters Abstracts International, Volume: 44-03, page: 1521. Thesis (M.A.)--University of Windsor (Canada), 2005.