文章基本信息

标题：Cognitive Abilities of Pre- and Primary School Children with Spina Bifida in Uganda
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作者：Femke Bannink ; Johnny R. J. Fontaine ; Richard Idro 等
期刊名称：International Journal of Educational Psychology
电子版ISSN：2014-3591
出版年度：2016
卷号：5
期号：3
页码：249-280
DOI：10.17583/ijep.2016.2075
出版社：Hipatia Press
摘要：This study investigates cognitive abilities of pre/primary school children without and with spina bifida in Uganda. Qualitative semi structured interviews and quantitative functioning scales measurements were combined and conducted with 133 parents, 133 children with spina bifida, and 35 siblings. ANCOVA was used to test for differences in cognitive scores between children and siblings. Logistic regression analyses were used to study predictive demographic, impairment specific, and environmental factors of cognitive functioning. Children with spina bifida in Uganda had lower cognitive outcomes compared to their siblings. Cognitive outcomes were predicted by age, household income, motor functioning, and schooling. Better motor functioning was predicted by age, the presence of hydrocephalus, and parental support. Continence management was predicted by parental support and household income. Schooling was predicted by age, household income, and motor functioning. Limited access to neurosurgery and rehabilitative care, and schooling had a negative effect on cognitive functioning. Children of parents who have support had better motor functioning, and continence management. A holistic approach for children with spina bifida and their families, including community based rehabilitation; ensuring social support and livelihoods for parents; and access to health and education services can contribute to better cognitive outcomes.
关键词：Cognitive abilities; motor function; schooling; spina bifida; Africa