INS NYC 2024 Program

Poster	Poster Session 10 Program Schedule 02/17/2024 09:00 am - 10:15 am Room: Shubert Complex (Posters 1-60) Poster Session 10: Neurodevelopmental \| Congenital Conditions Final Abstract #23 Home stimulation predicts cognitive functioning, working memory, and school readiness in preschool-age children with sickle cell disease Emily Carlson, Children's Hospital of Philadelphia, Philadelphia, United States Andrew Heitzer, St. Jude Children's Research Hospital, Memphis, United States Haitao Pan, St. Jude Children's Research Hospital, Memphis, United States Xiaomeng Yuan, St. Jude Children's Research Hospital, Memphis, United States Kathryn Russell, St. Jude Children's Research Hospital, Memphis, United States Winfred Wang, St. Jude Children's Research Hospital, Memphis, United States Jane Hankins, St. Jude Children's Research Hospital, Memphis, United States Jerlym Porter, St. Jude Children's Research Hospital, Mepmphis, United States Lisa Jacola, St. Jude Children's Research Hospital, Memphis, United States Jane Schreiber, Children's Hospital of Philadelphia, Philadelphia, United States Category: Medical/Neurological Disorders/Other (Child) Keyword 1: sickle cell disease Keyword 2: pediatric neuropsychology Keyword 3: academic achievement Objective: Children with sickle cell disease (SCD) are at increased risk for cognitive difficulties with deficits apparent as early as infancy and persisting into adulthood. The source of these deficits is likely multifactorial since SCD is associated with numerous medical and psychosocial complications that impact cognitive function, including socioeconomic status (SES) and disease severity. However, some studies of SCD in early childhood have found cognitive functioning to be associated with SES but not disease severity. The current study examined how the home environment is associated with cognitive functioning and school readiness in children with SCD, while controlling for disease severity. Participants and Methods: Twenty-nine children with SCD (HbSS/Sβ0 N=19; HbSC/Sβ+ N=10) underwent a cognitive evaluation at a mean age of 4.4 years (SD=0.3) as part of an IRB-approved study. Measures included the Stanford-Binet Intelligence Scales, Fifth Edition (SB-5) and the Bracken School Readiness Assessment, Third Edition. The research team visited the patient’s home within 6 months after the evaluation to complete the Home Observation for Measurement of the Environment (HOME) inventory. This measures the quality and quantity of stimulation and support available to the child in the home environment via the following subscales: Learning Materials (presence of several type of toys and activities), Language Stimulation (verbal communication between child and caregiver), Physical Environment (safety, cleanliness), Responsivity (caregiver’s emotional and verbal responsivity to the child), Academic Stimulation (caregiver involvement and encouragement in child’s development), Modeling (caregiver use of boundaries), Variety (indoor and outdoor activities available), and Acceptance (caregiver discipline). Linear regression models were used to examine the relationship between each of the HOME inventory scales and cognitive ability, working memory, school readiness, and caregiver-reported executive functioning (EF), while controlling for genotype. Results: The total score from the HOME inventory was found to predict overall IQ (β=0.99, p=0.02), working memory (β=1.20, p<0.01), and school readiness (β=1.84, p=0.001), while controlling for genotype. Among the subscales of the HOME inventory, Learning Materials (β=2.18, p=0.03), Modeling (β=4.75, p=0.04), and Variety (β=4.19, p<0.01) each predicted IQ, controlling for genotype. The Learning Materials (β=3.03, p<0.01) and Variety (β=4.95, p<0.01) subscales each predicted working memory, controlling for genotype. The Learning Materials (β=4.50, p<0.001), Modeling (β=9.93, p<0.01), and Variety (β=6.80, p<0.01) subscales each predicted school readiness, controlling for genotype. Conclusions: Stimulation in a child’s home environment has implications for development of cognitive, working memory, and academic skills in young children with SCD. Increasing learning materials and the variety of activities available in the home may be a good target for mitigating risk in SCD, as these factors predicted IQ, working memory, and school readiness. School readiness is of particular interest as it is associated with long-term academic outcomes and responsive to intervention. Future research should focus on replicating the current findings with a larger sample, examining differences between children with SCD and healthy controls in the relationship between home stimulation and early cognitive/academic development, and developing interventions that improve home stimulation.

Poster

02/17/2024
09:00 am - 10:15 am
Room: Shubert Complex (Posters 1-60)

Poster Session 10: Neurodevelopmental | Congenital Conditions

Final Abstract #23

Home stimulation predicts cognitive functioning, working memory, and school readiness in preschool-age children with sickle cell disease

Emily Carlson, Children's Hospital of Philadelphia, Philadelphia, United States
Andrew Heitzer, St. Jude Children's Research Hospital, Memphis, United States
Haitao Pan, St. Jude Children's Research Hospital, Memphis, United States
Xiaomeng Yuan, St. Jude Children's Research Hospital, Memphis, United States
Kathryn Russell, St. Jude Children's Research Hospital, Memphis, United States
Winfred Wang, St. Jude Children's Research Hospital, Memphis, United States
Jane Hankins, St. Jude Children's Research Hospital, Memphis, United States
Jerlym Porter, St. Jude Children's Research Hospital, Mepmphis, United States
Lisa Jacola, St. Jude Children's Research Hospital, Memphis, United States
Jane Schreiber, Children's Hospital of Philadelphia, Philadelphia, United States

Category: Medical/Neurological Disorders/Other (Child)

Keyword 1: sickle cell disease
Keyword 2: pediatric neuropsychology
Keyword 3: academic achievement

Objective:

Children with sickle cell disease (SCD) are at increased risk for cognitive difficulties with deficits apparent as early as infancy and persisting into adulthood. The source of these deficits is likely multifactorial since SCD is associated with numerous medical and psychosocial complications that impact cognitive function, including socioeconomic status (SES) and disease severity. However, some studies of SCD in early childhood have found cognitive functioning to be associated with SES but not disease severity. The current study examined how the home environment is associated with cognitive functioning and school readiness in children with SCD, while controlling for disease severity.

Participants and Methods:

Twenty-nine children with SCD (HbSS/Sβ0 N=19; HbSC/Sβ+ N=10) underwent a cognitive evaluation at a mean age of 4.4 years (SD=0.3) as part of an IRB-approved study. Measures included the Stanford-Binet Intelligence Scales, Fifth Edition (SB-5) and the Bracken School Readiness Assessment, Third Edition. The research team visited the patient’s home within 6 months after the evaluation to complete the Home Observation for Measurement of the Environment (HOME) inventory. This measures the quality and quantity of stimulation and support available to the child in the home environment via the following subscales: Learning Materials (presence of several type of toys and activities), Language Stimulation (verbal communication between child and caregiver), Physical Environment (safety, cleanliness), Responsivity (caregiver’s emotional and verbal responsivity to the child), Academic Stimulation (caregiver involvement and encouragement in child’s development), Modeling (caregiver use of boundaries), Variety (indoor and outdoor activities available), and Acceptance (caregiver discipline). Linear regression models were used to examine the relationship between each of the HOME inventory scales and cognitive ability, working memory, school readiness, and caregiver-reported executive functioning (EF), while controlling for genotype.

Results:

The total score from the HOME inventory was found to predict overall IQ (β=0.99, p=0.02), working memory (β=1.20, p<0.01), and school readiness (β=1.84, p=0.001), while controlling for genotype. Among the subscales of the HOME inventory, Learning Materials (β=2.18, p=0.03), Modeling (β=4.75, p=0.04), and Variety (β=4.19, p<0.01) each predicted IQ, controlling for genotype. The Learning Materials (β=3.03, p<0.01) and Variety (β=4.95, p<0.01) subscales each predicted working memory, controlling for genotype. The Learning Materials (β=4.50, p<0.001), Modeling (β=9.93, p<0.01), and Variety (β=6.80, p<0.01) subscales each predicted school readiness, controlling for genotype.

Conclusions:

Stimulation in a child’s home environment has implications for development of cognitive, working memory, and academic skills in young children with SCD. Increasing learning materials and the variety of activities available in the home may be a good target for mitigating risk in SCD, as these factors predicted IQ, working memory, and school readiness. School readiness is of particular interest as it is associated with long-term academic outcomes and responsive to intervention. Future research should focus on replicating the current findings with a larger sample, examining differences between children with SCD and healthy controls in the relationship between home stimulation and early cognitive/academic development, and developing interventions that improve home stimulation.