Cognitive, behavioural and educational outcomes in children aged 5-11 years with Spina Bifida in Northern Ireland

Objective: While the survival of children born with Spina Bifida has improved, some may have lower cognitive, behavioural and educational performance. Therefore, this study set out to assess the effect of Spina Bifida on cognitive, behavioural and educational outcomes in 5-11 year olds. Method: A cross-sectional study design where data were collected from parents/guardians and teachers using Behavior Rating Inventory of Executive Function, second edition (BRIEF2) - to assess cognitive outcomes, Strengths and Difficulties Questionnaire (SDQ) - to assess behavioural outcomes and Teacher Academic Attainment Scale (TAAS) - to assess academic outcomes. Result: Nineteen parental and 13 teacher responses were received for children with Spina Bifida, and eight parental and seven teacher responses for children without Spina Bifida. Children in both groups performed at a similar level across subscales of BRIEF2 with the exception of Working Memory. No group differences were found in SDQ scales as assessed by parents; teacher assessment of conduct problems, hyperactivity/inattention and peer problems were higher for children with Spina Bifida. Conclusions: Based on this small sample, a potential need for evidence-based interventions to assist children with Spina Bifida in the cognitive area of Working Memory and also in English, Mathematics and History is postulated.