Screening for Academic Risk Among Students With Cleft Lip and/or Palate: Patterns of Risk and Qualities of Effective Tools

Amy L Conrad; Claudia Crilly Bellucci; Celia E Heppner; Meredith Albert; Canice E Crerand; Suzanne Woodard; Farah Sheikh; Kathleen A Kapp-Simon

doi:10.1177/10556656221116008

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Screening for Academic Risk Among Students With Cleft Lip and/or Palate: Patterns of Risk and Qualities of Effective Tools

Journal article

Peer reviewed

Screening for Academic Risk Among Students With Cleft Lip and/or Palate: Patterns of Risk and Qualities of Effective Tools

Amy L Conrad, Claudia Crilly Bellucci, Celia E Heppner, Meredith Albert, Canice E Crerand, Suzanne Woodard, Farah Sheikh and Kathleen A Kapp-Simon

The Cleft palate-craniofacial journal, Vol.61(1), pp.68-78

01/2024

DOI: 10.1177/10556656221116008

PMCID: PMC10176211

PMID: 35892129

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https://pmc.ncbi.nlm.nih.gov/articles/PMC10176211/pdf/nihms-1887870.pdfView

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Abstract

This study evaluated the effectiveness of academic screening measures in relation to parent-reported diagnoses. Multicenter, retrospective cohort study including structured interviews, questionnaires, and chart reviews. Six North American cleft centers. Children (n = 391) with cleft lip and/or palate, ages 8 to 10 years of age (192 male) and their guardians were recruited during regular clinic visits. Parent and child ratings on the Pediatric Quality of Life Inventory (PedsQL) School Scale, child report on CleftQ School Scale, parent report on the Adaptive Behavior Assessment System-Third Edition Functional Academics (ABAS-FA) Scale and Child Behavior Checklist (CBCL) School Competency Scale, parent interview, and medical chart review. Risk for concerns ranged from 12% to 41%, with higher risk reflected on the CBCL-SC compared to other measures. Males with cleft palate were consistently at the highest risk. Only 9% of the sample had a parent-reported diagnosis of a learning or language disability. Ratings from the ABAS-FA and CBCL-SC had the highest utility in identifying those with language and/or learning concerns. As cleft teams work to develop standardized batteries for screening and monitoring of patients, it is important to evaluate the effectiveness of measures in identifying those at highest risk. When screening for language and learning disorders, questions related to potential academic struggles, such as increased school effort or increased school distress, are most useful. Referrals for follow-up evaluation are recommended for those identified at high risk.

Details

Title: Subtitle: Screening for Academic Risk Among Students With Cleft Lip and/or Palate: Patterns of Risk and Qualities of Effective Tools
Creators: Amy L Conrad
Claudia Crilly Bellucci
Celia E Heppner
Meredith Albert
Canice E Crerand
Suzanne Woodard
Farah Sheikh
Kathleen A Kapp-Simon
Resource Type: Journal article
Publication Details: The Cleft palate-craniofacial journal, Vol.61(1), pp.68-78
DOI: 10.1177/10556656221116008
PMID: 35892129
PMCID: PMC10176211
NLM abbreviation: Cleft Palate Craniofac J
eISSN: 1545-1569
Grant note: DOI: 10.13039/100006108, name: National Center for Advancing Translational Sciences, award: UL1TR002537; DOI: 10.13039/100000072, name: National Institute of Dental and Craniofacial Research, award: K23DE024511; name: the Cleft Palate Foundation
Language: English
Electronic publication date: 07/26/2022
Date published: 01/2024
Academic Unit: Pediatric Psychology; Stead Family Department of Pediatrics; Iowa Neuroscience Institute; Craniofacial Anomalies Research Center
Record Identifier: 9984296301502771

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