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Journal of Pediatric Psychology 2004 29(8):641-649; doi:10.1093/jpepsy/jsh067
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Journal of Pediatric Psychology vol. 29 no. 8 © Society of Pediatric Psychology 2004; all rights reserved.

Review: Accounting for Prematurity in Developmental Assessment and the Use of Age-Adjusted Scores

Samantha L. Wilson, MS and Mary Michaeleen Cradock, PhD

Saint Louis Children’s Hospital

All correspondence concerning this article should be addressed to Samantha L. Wilson, Department of Psychology, Saint Louis Children’s Hospital, One Children’s Place, Suite 3 South 32, St. Louis, MO 63110. E-mail: slw1370{at}bjc.org.

Objective This review summarizes the literature to date concerning age adjustment in developmental assessment and illustrates relevant issues for clinicians and researchers in this area. Methods Pubmed, Medline, Premedline, and PsycInfo databases were used to search the following terms: assessment, prematurity, age adjustment, and adjusted age. Additional sources were obtained through the references listed in the primary articles. Results Differences in clinical opinions persist with regard to whether, what type, and how long age adjustments are to be made for premature infants. Research is inconclusive regarding the most appropriate method for accounting for prematurity. Conclusions Previous data may no longer describe the current population of premature infants. Current research is needed to inform developmental assessment practices for this population. Meanwhile, clinicians should remain aware of the issues regarding whether and how to adjust for prematurity. The authors recommend a multifaceted approach to clinical decision making and provide suggestions for future research.

Key words: prematurity; age adjustment; developmental assessment.


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