Brandt P, Magyary D, Hammond M, Barnard K
Department of Parent and Child Nursing, University of Washington, Seattle 98195.
J Pediatr Psychol. 1992 Jun;17(3):291-311. doi: 10.1093/jpepsy/17.3.291.
A longitudinal prospective study examined the question, "which child and family factors discriminate between children born preterm who are characterized by the presence or absence of learning or behavioral-emotional problems at second grade?" Assessments were completed during the child's hospital stay at birth, at 4, 8, and 24 months, and 8 years of age for 68 children born preterm and their mothers. Discriminant analyses identified the variables that statistically maximized the differentiation between two groups of children defined to exhibit or not exhibit school age problems. Three categories of discriminators were used in the analyses: infant status, family interactive quality, and family context. The three significant discriminators were variables from the family categories. The results of this study highlight the importance of understanding the presence or absence of school age problems from a multivariate model of development that takes into account the quality of the child's interactions within the family during early childhood and school age and the current stress levels in the family context.
“哪些儿童和家庭因素能够区分早产儿童，这些早产儿童在二年级时表现为有或没有学习或行为-情绪问题？”对68名早产儿童及其母亲进行了评估，评估在儿童出生住院期间、4个月、8个月、24个月以及8岁时完成。判别分析确定了那些在统计学上能最大程度区分两组儿童（一组表现出学龄期问题，另一组未表现出学龄期问题）的变量。分析中使用了三类判别因素：婴儿状况、家庭互动质量和家庭环境。三个显著的判别因素均来自家庭类别。这项研究的结果凸显了从多变量发展模型来理解学龄期问题存在与否的重要性，该模型考虑了儿童在幼儿期和学龄期在家庭中的互动质量以及当前家庭环境中的压力水平。
