Public Law 99-457: new opportunities to serve young children with special needs

CAT/CLAMS: its use in detecting early childhood cognitive impairment

The Cognitive Adaptive Test/Clinical Linguistic and Auditory Milestone Scale (CAT/CLAMS), a neurodevelopmental tool for the cognitive assessment of infants and toddlers, correlates well with the Bayley Scales of Infant Development. In 1993 the Bayley Scales were revised and the second edition published (BSID-II). This study was designed to determine how well the CAT/CLAMS correlates with the BSID-II and its utility in identifying mild and severe cognitive impairment. Sixty-eight infants and toddlers (age range = 14-48 months), referred for suspected developmental delays, were administered the CAT/CLAMS and BSID-II and the results compared. The correlation between the two instruments was strong (r = 0.89, P<0.0001). The CAT/CLAMS was sensitive (81%) and specific (85%) for detecting overall cognitive impairment (BSID-II less than 70) and was even more sensitive (100%) and specific (96%) in detecting severe cognitive impairment (BSID-II less than 50). The physician using the CAT/CLAMS formulated a clinical impression of cognitive impairment that was sensitive (95%) and specific (84%) compared with formal psychologic testing. The CAT/CLAMS correlates well with the BSID-II. It is useful for detecting and quantifying mild and severe cognitive impairment. It permits the physician to formulate an accurate clinical impression of cognitive impairment consistent with possible mental retardation.

High-risk children referred to an early-intervention developmental program

Early-intervention programs for infants with developmental disabilities or with high-risk factors for such problems were first established in the United States more than 20 years ago. The benefits of such programs are generally recognized. This study describes the presenting problems of 698 children referred to an early-intervention program over a 15-year period (1975-1989). Medical condition groups rather than specific diagnoses are considered. The developmental progress of 464 children who attended the program for at least 6 months was determined by comparing their admission and discharge developmental quotients (DQ). Admission trends over time are noted and the value of intervention programs for young children with disabilities is discussed.

Description of the clinical practice of advanced practice nurses in family-centered early intervention in two rural settings

The purpose of this study was to describe the scope of clinical practice of advanced practice nurses who were involved in a project designed to increase access of families with at-risk and disabled young children, newborn to 3 years of age, to early intervention services in rural Washington State. The findings from this study are based on the retrospective review of records of clients seen by the advanced practice nurses. Nursing diagnoses and nursing interventions were assigned to chart recordings. The most frequently occurring nursing diagnoses assigned to parents were Altered Parenting, Altered Family Processes, Fear, Noncompliance, and Knowledge Deficit. The most frequently occurring nursing diagnoses assigned to children were Impaired Physical Mobility, Impaired Verban Communication, Altered Nutrition: Less than Body Requirements, Sensory-Perceptual Alteration, and Altered Thought Processes. Categories of nursing intervention recorded most frequently were Monitoring, Planning and Information. Discussion of findings addresses the roles and reimbursement of advanced practice nurses who provide family-centered early intervention services in rural communities.

The CAT/CLAMS assessment for early intervention services. Clinical Adaptive Test/Clinical Linguistic and Auditory Milestone Scale

The Clinical Adaptive Test/Clinical Linguistic and Auditory Milestone Scale (CAT/CLAMS) is a relatively new test of language, problem-solving abilities, and visual-motor skills for children ages 0 to 36 months of age. This instrument was compared to the Bayley Mental Developmental Index (MDI), the generally accepted standard of infant developmental tests. This study evaluates 328 normal children tested in infancy and then at 18 and 30 months of age. Specificity was excellent (95% to 100%) at both 18- and 30-month levels when compared to the Bayley MDI. Sensitivity, however, was 21% at the 18-month level and 67% at the 30-month level. Predictive validity (.65) and within-test validity (.69) are good. The CAT/CLAMS compares favorably with the Bayley MDI assessment of children between 18 and 30 months of age and can be used for clinical assessment of toddlers referred for development assessment prior to admission to early intervention programs.

Early outcome determination of low-birth-weight infants using the Neurodevelopmental Risk Examination

A neonatal neurodevelopmental assessment, the Neurodevelopmental Risk Examination (NRE), was developed, through adaptation of the scoring of the Allen/Capute neonatal neurodevelopmental examination, for screening the development of low-birth-weight (LBW) infants in the newborn period. A pilot study was conducted of the NRE and its ability to predict motor and cognitive outcome in LBW infants. The NRE was performed on 92 LBW infants (mean birth weight 1,192 g; mean gestational age 29 weeks) at or near term and included assessments of sensory/behavioral response, axial tone, extremity tone, deep tendon reflexes, and primitive reflexes. Developmental outcome was assessed at a mean age of 13.7 months by neuromotor examination and by the mental scale of the Bayley Scales of Infant Development. The NRE total risk score, reflecting overall neurodevelopmental status, correlated well with motor and cognitive outcomes (r = .50, P = .0001; and r = -.38, P = .0001, respectively). When infants were clustered into risk groups based upon NRE score (69 infants were deemed low-risk, 20 moderate-risk, and three high-risk), a strong relationship to outcome was maintained (motor outcome: chi 2 = 43.6, P < .0001; cognitive outcome: analysis of variance (ANOVA) F = 6.78, df(2.89), P = .002). All subcategories of the examination, except primitive reflexes, were associated with outcome. Therefore, by using a simple method of scoring and interpretation, the NRE can validly predict motor and cognitive outcome in LBW infants.

Pediatric nurse practitioners and educational mainstreaming

Educational mainstreaming provides an opportunity for a developmentally delayed child to interact in an environment with nondelayed children. It fosters growth by providing opportunities that other methods of education do not have. Mainstreaming can be initiated by the pediatric nurse practitioner. As the result of the developmental assessment skills of the practitioner, early intervention, a plan of care, referral, and ongoing evaluation can be accomplished. This article looks at the pros and cons of mainstreaming, at reaching a compromise on mainstreaming, at legislation affecting the developmentally delayed child, and at how the pediatric nurse practitioner can use the integrated multidisciplinary model with these children with special needs.

The usefulness of the Battelle Developmental Inventory Screening Test

Recent research supporting the effectiveness of early intervention and laws expanding services have increased the demand for accurate developmental screening tests. The Battelle Developmental Inventory Screening Test (BDIST), for children 6 months to 8 years old, has a number of desirable features, including subtests for fine and gross motor, adaptive, personal-social, receptive and expressive language, and cognitive skills; a range cutoff and age-equivalent scores; and national standardization. To assess its accuracy, the BDIST was administered to 104 children 7 to 83 months old, along with several other screening tests and a battery of criterion measures. Tied to 1.5 standard deviations below the mean, BDIST failing scores were moderately sensitive, detecting 75% of the children with developmental problems, such as mental retardation, borderline intelligence, language delays, and learning disabilities. Since 73% of the nonhandicapped children passed the BDIST, the test showed moderate specificity. Children within one month of their birthdays were likely to be over- or underreferred. Although the BDIST needs further research, it is a promising developmental screening instrument. The Receptive Language (RL) subtest, slightly more sensitive than the total BDIST but less specific, takes only a few minutes and thus is useful for prescreening in time-limited settings, such as pediatric practice.

Identifying at-risk children for early intervention services: lessons from the Infant Health and Development Program

A U.S. law mandates early intervention services for infants and young children who have, or are at risk for, developmental problems. Participating states must develop definitions for identifying infants and young children at risk for developmental problems. To assess the sensitivity, specificity, and positive predictive value of some commonly identified risk factors, we examined the definitions proposed by five states. Data on risk factors and 36-month developmental outcomes were obtained from follow-up participants in the Infant Health and Development Program, a multisite, collaborative prospective intervention program involving 985 low birth weight preterm infants. Few individual risk factors proposed by these states were associated with poor developmental outcomes. Characteristics with positive predictive values greater than 30% were highly specific but tended to involve few cases. Risk factors with positive predictive values greater than 50%, such as hypothyroidism, occurred infrequently (< 6%) in this sample. When state definitions for at-risk children were examined in composite, each definition yielded a positive predictive value of 25% to 35%, with poor specificities ranging from 12% to 40%. These data on low birth weight infants have implications for the design and funding of population-based early intervention programs, and suggest that more careful clinical and longitudinal research is necessary before appropriate definitions can be promulgated for identifying children in need of early intervention services.

Gross motor milestones in preterm infants: correction for degree of prematurity

The age of gross motor milestone attainment and how it is affected by degree of prematurity at delivery were studied in 100 high-risk, preterm (less than 32 weeks) infants with normal motor outcome. We calculated the mean age of attainment for each milestone on the basis of chronologic age from the date of delivery and term age equivalent, correcting for degree of preterm delivery. Half of these preterm infants were male; 70% were black. The infants were compared with a population of normal infants born at term. In this very preterm population, there were no consistent sex differences, but black infants generally attained motor milestones before white infants. For each motor milestone, regardless of gender or race, the mean term age equivalents of attainment for very preterm infants closely approximated the mean ages of milestone attainment for term infants, whereas the mean chronologic ages were delayed 2 or 3 months. We conclude that very preterm infants can be expected to demonstrate sequential gross motor development at a rate expected for degree of prematurity. Chronologic age is not a valid measurement scale to use in determining motor delay in very preterm infants.