Ka. Kappsimon, MENTAL-DEVELOPMENT AND LEARNING-DISORDERS IN CHILDREN WITH SINGLE SUTURE CRANIOSYNOSTOSIS, The Cleft palate-craniofacial journal, 35(3), 1998, pp. 197-203
Objective: This study examined the global intellectual development and
presence/absence of learning disorders in children with nonsyndromic
metopic, sagittal, and unilateral coronal synostosis who had early sur
gery (under 1 year of age), late surgery (over 1 year of age), or no s
urgery to correct the synostosis across three time periods. Design: Th
e design was longitudinal. Children were assessed at initial team eval
uation, 1 year after surgery or initial evaluation if surgery was not
performed, and annually thereafter. Participants: Participants include
d 84 consecutively evaluated patients. Seventy-two children were evalu
ated at Time 1 (T1), 8 months; 57 at Time 2 (T2), 21 months; and 39 at
Time 3 (T3), 50 months, Data on learning disorders or mental retardat
ion were available on 34 children who were school age. Main Outcome Me
asures: The Mental Development Index from the Bayley Scales of Infant
Development was the main outcome measure for ii and T2, The General Co
gnitive Index from the McCarthy Scales of Children's Abilities was the
main outcome measure for T3, Learning disorders were determined from
school and clinical records. Results: Repeated measures analyses of va
riance found no statistical differences in the development of children
based on diagnosis or surgical status across time. Base rate of menta
l retardation at T1 was consistent with normative data; however, the i
ncidence of retardation was two to three times the expected rate at T2
and T3, Learning disorders were present in 47% of schoolage children
who were not retarded. Chi-square analysis showed no significant diffe
rences between rates of retardation or learning disorders based on sur
gical status. Conclusions: Most children with nonsyndromic craniosynos
tosis obtain developmental quotients within the normal range in infanc
y. Rates of retardation may increase relative to normative expectation
s as children mature. A high rate of learning disorders was identified
, Results are preliminary due to sample size.