The effect of cleft lip and palate, and the timing of lip repair on mother–infant interactions and infant development / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 49-2 (February 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-2 (February 2008) . - p.115–123 Titre : The effect of cleft lip and palate, and the timing of lip repair on mother–infant interactions and infant development Type de document : Texte imprimé et/ou numérique Auteurs : Lynne MURRAY, Auteur ; Tim GOODACRE, Auteur ; Tony MOSS, Auteur ; Peter WOODALL, Auteur ; Marianne KREUTZ, Auteur ; Beejal MISTRY, Auteur ; Janne KARPF, Auteur ; Jonathan HILL, Auteur ; Françoise HENTGES, Auteur ; CLEFT LIP AND PALATE STUDY TEAM, Auteur Année de publication : 2008 Article en page(s) : p.115–123 Langues : Anglais (eng) Mots-clés : Cleft-lip-and-palate mother–infant-interactions cognitive-development attachment behaviour-problems infancy intelligence sensitive-period Index. décimale : PER Périodiques Résumé : Children with cleft lip and palate are at risk for psychological problems. Difficulties in mother–child interactions may be relevant, and could be affected by the timing of lip repair. Method: We assessed cognitive development, behaviour problems, and attachment in 94 infants with cleft lip (with and without cleft palate) and 96 non-affected control infants at 18 months; mother–infant interactions were assessed at two, six and 12 months. Index infants received either ‘early’, neonatal, lip repair, or ‘late’ repair (3–4 months). Results: Index infants did not differ from controls on measures of behaviour problems or attachment, regardless of timing of lip repair; however, infants having late lip repair performed worse on the Bayley Scales of Mental Development; the cognitive development of early repair infants was not impaired. Difficulties in early mother–infant interactions mediated the effects of late lip repair on infant cognitive outcome. Conclusions: Early interaction difficulties between mothers and infants having late repair of cleft lip are associated with poor cognitive functioning at 18 months. Interventions to facilitate mother–infant interactions prior to surgical lip repair should be explored. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01833.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320 [article] The effect of cleft lip and palate, and the timing of lip repair on mother–infant interactions and infant development [Texte imprimé et/ou numérique] / Lynne MURRAY, Auteur ; Tim GOODACRE, Auteur ; Tony MOSS, Auteur ; Peter WOODALL, Auteur ; Marianne KREUTZ, Auteur ; Beejal MISTRY, Auteur ; Janne KARPF, Auteur ; Jonathan HILL, Auteur ; Françoise HENTGES, Auteur ; CLEFT LIP AND PALATE STUDY TEAM, Auteur . - 2008 . - p.115–123. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-2 (February 2008) . - p.115–123 Mots-clés : Cleft-lip-and-palate mother–infant-interactions cognitive-development attachment behaviour-problems infancy intelligence sensitive-period Index. décimale : PER Périodiques Résumé : Children with cleft lip and palate are at risk for psychological problems. Difficulties in mother–child interactions may be relevant, and could be affected by the timing of lip repair. Method: We assessed cognitive development, behaviour problems, and attachment in 94 infants with cleft lip (with and without cleft palate) and 96 non-affected control infants at 18 months; mother–infant interactions were assessed at two, six and 12 months. Index infants received either ‘early’, neonatal, lip repair, or ‘late’ repair (3–4 months). Results: Index infants did not differ from controls on measures of behaviour problems or attachment, regardless of timing of lip repair; however, infants having late lip repair performed worse on the Bayley Scales of Mental Development; the cognitive development of early repair infants was not impaired. Difficulties in early mother–infant interactions mediated the effects of late lip repair on infant cognitive outcome. Conclusions: Early interaction difficulties between mothers and infants having late repair of cleft lip are associated with poor cognitive functioning at 18 months. Interventions to facilitate mother–infant interactions prior to surgical lip repair should be explored. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01833.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320

The effect of cleft lip on cognitive development in school-aged children: a paradigm for examining sensitive period effects / Françoise HENTGES in Journal of Child Psychology and Psychiatry, 52-6 (June 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-6 (June 2011) . - p.704-712 Titre : The effect of cleft lip on cognitive development in school-aged children: a paradigm for examining sensitive period effects Type de document : Texte imprimé et/ou numérique Auteurs : Françoise HENTGES, Auteur ; Jonathan HILL, Auteur ; Dorothy V. M. BISHOP, Auteur ; Tim GOODACRE, Auteur ; Tony MOSS, Auteur ; Lynne MURRAY, Auteur Année de publication : 2011 Article en page(s) : p.704-712 Langues : Anglais (eng) Mots-clés : Cleft lip and palate  mother–infant interactions  cognitive development  sensitive period Index. décimale : PER Périodiques Résumé : Background:  Our previous investigation showed that infants with cleft lip who had undergone late (three-month) surgical repair (but not those with early, neonatal, repair) had significantly poorer cognitive development at 18 months than a group of unaffected control children. These differences were mediated by the quality of early mother–infant interactions. The present study examined whether this pattern persisted into later childhood. Method:  At 7 years, 93 index (44 early, and 49 late repair) and 77 control children were followed up and their cognitive development assessed (IQ, language and school achievements). Results:  Index children (particularly those with late lip repair) scored significantly lower than controls on tests of cognitive development. Group differences in Verbal IQ were mediated by 2 months’ maternal sensitivity; this was associated with 7-year Verbal IQ, even after controlling for later mother–child interactions. Conclusions:  Social interactions in the first few months may be of especial importance for child cognitive development. Interventions for infants with cleft lip should be directed at fostering the best possible parental care in infancy. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02375.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] The effect of cleft lip on cognitive development in school-aged children: a paradigm for examining sensitive period effects [Texte imprimé et/ou numérique] / Françoise HENTGES, Auteur ; Jonathan HILL, Auteur ; Dorothy V. M. BISHOP, Auteur ; Tim GOODACRE, Auteur ; Tony MOSS, Auteur ; Lynne MURRAY, Auteur . - 2011 . - p.704-712. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-6 (June 2011) . - p.704-712 Mots-clés : Cleft lip and palate  mother–infant interactions  cognitive development  sensitive period Index. décimale : PER Périodiques Résumé : Background:  Our previous investigation showed that infants with cleft lip who had undergone late (three-month) surgical repair (but not those with early, neonatal, repair) had significantly poorer cognitive development at 18 months than a group of unaffected control children. These differences were mediated by the quality of early mother–infant interactions. The present study examined whether this pattern persisted into later childhood. Method:  At 7 years, 93 index (44 early, and 49 late repair) and 77 control children were followed up and their cognitive development assessed (IQ, language and school achievements). Results:  Index children (particularly those with late lip repair) scored significantly lower than controls on tests of cognitive development. Group differences in Verbal IQ were mediated by 2 months’ maternal sensitivity; this was associated with 7-year Verbal IQ, even after controlling for later mother–child interactions. Conclusions:  Social interactions in the first few months may be of especial importance for child cognitive development. Interventions for infants with cleft lip should be directed at fostering the best possible parental care in infancy. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02375.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

The effect of cleft lip on socio-emotional functioning in school-aged children / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 51-1 (January 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-1 (January 2010) . - p.94-103 Titre : The effect of cleft lip on socio-emotional functioning in school-aged children Type de document : Texte imprimé et/ou numérique Auteurs : Lynne MURRAY, Auteur ; Françoise HENTGES, Auteur ; Jonathan HILL, Auteur ; Tim GOODACRE, Auteur ; CLEFT LIP AND PALATE STUDY TEAM, Auteur ; Adriane ARTECHE, Auteur ; Caroline BINGLEY, Auteur ; Louise DALTON, Auteur ; Dorothy V. M. BISHOP, Auteur Année de publication : 2010 Article en page(s) : p.94-103 Langues : Anglais (eng) Mots-clés : Cleft-lip-and-palate behaviour-problems social-functioning attachment communication doll-play Index. décimale : PER Périodiques Résumé : Background: Children with cleft lip are known to be at raised risk for socio-emotional difficulties, but the nature of these problems and their causes are incompletely understood; longitudinal studies are required that include comprehensive assessment of child functioning, and consideration of developmental mechanisms. Method: Children with cleft lip (with and without cleft palate) (N = 93) and controls (N = 77), previously studied through infancy, were followed up at 7 years, and their socio-emotional functioning assessed using teacher and maternal reports, observations of social interactions, and child social representations (doll play). Direct and moderating effects of infant attachment and current parenting were investigated, as was the role of child communication difficulties and attractiveness. Results: Children with clefts had raised rates of teacher-reported social problems, and anxious and withdrawn-depressed behaviour; direct observations and child representations also revealed difficulties in social relationships. Child communication problems largely accounted for these effects, especially in children with cleft palate as well as cleft lip. Insecure attachment contributed to risk in both index and control groups, and a poorer current parenting environment exacerbated the difficulties of those with clefts. Conclusions: Children with clefts are at raised risk for socio-emotional difficulties in the school years; clinical interventions should focus on communication problems and supporting parenting; specific interventions around the transition to school may be required. More generally, the findings reflect the importance of communication skills for children's peer relations. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02186.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=940 [article] The effect of cleft lip on socio-emotional functioning in school-aged children [Texte imprimé et/ou numérique] / Lynne MURRAY, Auteur ; Françoise HENTGES, Auteur ; Jonathan HILL, Auteur ; Tim GOODACRE, Auteur ; CLEFT LIP AND PALATE STUDY TEAM, Auteur ; Adriane ARTECHE, Auteur ; Caroline BINGLEY, Auteur ; Louise DALTON, Auteur ; Dorothy V. M. BISHOP, Auteur . - 2010 . - p.94-103. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-1 (January 2010) . - p.94-103 Mots-clés : Cleft-lip-and-palate behaviour-problems social-functioning attachment communication doll-play Index. décimale : PER Périodiques Résumé : Background: Children with cleft lip are known to be at raised risk for socio-emotional difficulties, but the nature of these problems and their causes are incompletely understood; longitudinal studies are required that include comprehensive assessment of child functioning, and consideration of developmental mechanisms. Method: Children with cleft lip (with and without cleft palate) (N = 93) and controls (N = 77), previously studied through infancy, were followed up at 7 years, and their socio-emotional functioning assessed using teacher and maternal reports, observations of social interactions, and child social representations (doll play). Direct and moderating effects of infant attachment and current parenting were investigated, as was the role of child communication difficulties and attractiveness. Results: Children with clefts had raised rates of teacher-reported social problems, and anxious and withdrawn-depressed behaviour; direct observations and child representations also revealed difficulties in social relationships. Child communication problems largely accounted for these effects, especially in children with cleft palate as well as cleft lip. Insecure attachment contributed to risk in both index and control groups, and a poorer current parenting environment exacerbated the difficulties of those with clefts. Conclusions: Children with clefts are at raised risk for socio-emotional difficulties in the school years; clinical interventions should focus on communication problems and supporting parenting; specific interventions around the transition to school may be required. More generally, the findings reflect the importance of communication skills for children's peer relations. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02186.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=940

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