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7a - Infants and children with spina bifida

from Section II - Disorders

Published online by Cambridge University Press:  07 May 2010

By
Heather B. Taylor ,
Susan H. Landry ,
Lianne English  and
Marcia Barnes
Edited by
Jacobus Donders  and
Scott J. Hunter
Jacobus Donders
Affiliation:
Mary Free Bed Rehabilitation Hospital
Scott J. Hunter
Affiliation:
University of Chicago
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Summary

Introduction

Spina bifida myelomeningocele (SB) is the most common severely disabling birth defect in North America. However, knowledge of this condition is limited, especially regarding the impact of SB in infancy and early childhood. This chapter discusses the neuropsychological profile present in infants and children with SB, including findings from the first longitudinal study to our knowledge with a cohort of children with SB who were recruited in infancy and followed to their present age of 8½ years. Research conducted as part of a larger multidisciplinary research program, directed toward characterizing SB and the biological and environmental factors that account for variability in outcomes, will also be reviewed.

In this chapter, we identify the nature of SB relevant to development and cognitive functioning, followed by a summary of the neurobehavioral profile including the core deficits and the subsequent cognitive and functional difficulties. We then discuss the potential psychosocial and behavioral difficulties present in this population. The important role of the environment, especially parenting, as a potential moderator is also highlighted. Finally developmental assessment and intervention with this population are discussed with suggestions for future research.

Spina bifida myelomeningocele

SB is a neural tube defect that is associated with significant spine and brain malformations. The current prevalence level in North America is 0.3–0.5 per 1000 births (post dietary fortification data, Williams et al. [1]). The primary CNS insult in SB affects both ends of the neural tube.

Type
Chapter
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Principles and Practice of Lifespan Developmental Neuropsychology , pp. 169 - 182
Publisher: Cambridge University Press
Print publication year: 2010

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