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題名 | Establishing the Norm of Cognitive Adaptive Test/Clinical Linguistic and Auditory Milestone Scale (CAT/CLAMS) in Chinese Infants=臺灣幼兒CAT/CLAMS分數常模的建立 |
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作者 | 張瑛玿; 黃朝慶; 胡淑珍; | 書刊名 | 中華民國小兒科醫學會雜誌 |
卷期 | 39:5 民87.09-10 |
頁次 | 頁306-313 |
分類號 | 417.5 |
關鍵詞 | 臺灣; 幼兒; CAT/CLAMS; Cognitive; Language; Rearing environment; |
語文 | 英文(English) |
中文摘要 | CAT/CLAMS是一套簡易而有效評估發展遲緩幼兒的工具,為將其加以推廣,並更精 確地量化,以供小兒科醫師篩檢及追蹤幼兒的發展,我們共測試402位年齡在4個月到3歲 的健兒門診的正常幼兒,以建立臺灣幼兒語言及認知發展的常模曲線圖。這些幼兒家中有一 半是使用雙語,而有28%其祖母是主要照顧者之一。他們之發展里程隨年齡增加而有次序性 發展,但在1至2歲間的語言發展則差異較大。我們進一步探討環境對早期語言及認知發展 的影響,迴歸統計分析顯示年齡是主要決定認知發展的因素(P=0.0001),而早期語言發展則 與年齡及照顧者有關(P=0.0001)。由祖母及母親共同照顧者,其語言發展較單由母親照顧者 約高出2個月(P=0.001),而單由祖母照顧者較單由母親照顧者約低1個月(P=0.05)。雙語環 境,父母社經地位,兄姐個數,家庭結構和早期語言及認知發展並無明顯相關。 |
英文摘要 | The Cognitive Adaptive Test/Clinical Linguistic and Auditory Milestone Scale (CAT/CLAMS) has been recommended as a useful diagnostic tool for cognitive delay. To provide wider application of this instrument as a general screening tool for pediatricians, a normative percentile graph from a large convenience sample of Chinese infants has been established. The effects of environmental factors on early language and adaptive development were also analyzed. A total of 402 normal infants aged 4 to 36 months attending well-child clinics were recruited. These infants were from all socioeconomic strata, and half were bilingual with Mandarin and Taiwanese. Grandmothers were the chief caretakers or co-caretakers in 28% of this population. The milestones were attained in a sequential and orderly fashion. In contrast to tile adaptive ability, there was a wide variation in language acquisition between age 12 and 24 months. Multiple stepwise regression of demographic and environmental factors revealed that age was the main variance in CAT score (P=0.0001). In CLAMS score, however, age and caretakers were the significant predictors (P=0.0001). Infants cared for by both mothers and grandmothers had higher CLAMS score by two months over those cared by mothers only (P=0.001). Those cared for by grandmothers only had lower language score than those by mothers only, though without statistical significance (P= 0.05). Bilingualism, birth order, numbers of siblings, familial structures, and parental socioeconomic status had no effect on early development. |
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