119 Teacher-reported prevalence of FASD in kindergarten and its associations with home problems and early intervention in 2010-2020
Notice bibliographique
Résumé
Abstract Background Neurodevelopmental disorders (NDDs) arise in childhood and involve impairments in intellectual, social, motor, or language abilities. Fetal alcohol spectrum disorder (FASD) is a NDD caused by prenatal alcohol exposure (PAE), and its effects are often compounded by the presence of home problems and poverty. Although diagnosis is associated with access to support, obtaining an early diagnosis of FASD is difficult due to poor diagnostic capacity and stigma. The Canadian FASD diagnostic guidelines were updated in 2016 to include an ‘at-risk’ designation to prioritize service provision and follow-up for children with PAE. Objectives It is unknown whether the prevalence of FASD in kindergarten increased after these updates. We aimed to determine the prevalence of teacher-reported FASD in kindergarten after 2016, as well as the association of FASD with home problems and early intervention compared to autism spectrum disorder (ASD) and other NDDs. Design/Methods From 2010 to 2020, kindergarten teachers across Canada reported health diagnoses, home problems, and early intervention for 996,778 students using the Early Development Instrument. The teacher-reported prevalence of the three diagnoses before and after 2016 were compared using a Wald z test of independent proportions and the associations with home problems and early intervention were examined using logistic regression. Results The prevalence of teacher-reported FASD in kindergarten decreased from 0.11% to 0.07% after 2016 (p<.001) whereas the prevalence of teacher-reported ASD increased from 1.0% to 1.2% during this period (p<.001). Compared to children with ASD, children with FASD had 4.66 times greater odds (CI: 3.59, 6.04, p<.001) and children with another NDD had 1.72 times greater odds (CI: 1.61, 2.00, p<.001) of experiencing home problems. Children with FASD and other NDDs were also 48% (CI: 0.40, 0.62, p<.001), and 64% (CI: 0.33, 0.39, p<.001) less likely, respectively, to have received early intervention compared to their peers with ASD. Thus, the teacher-reported prevalence of FASD in kindergarten did not increase after updates to the Canadian FASD diagnostic guidelines, even though it increased for ASD. Conclusion Furthermore, the higher likelihood for children with FASD of experiencing home problems, and their lower likelihood of having received an early intervention, as reported by their teacher, highlight the need for family-centered supports and for identifying these children at an earlier age so they can access services sooner, both of which could help encourage healthy development for children with FASD and other NDDs. This study was funded by the Canadian Institutes of Health Research (CIHR).
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».