{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,1]],"date-time":"2026-07-01T23:58:24Z","timestamp":1782950304903,"version":"3.54.5"},"reference-count":63,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,1,18]],"date-time":"2025-01-18T00:00:00Z","timestamp":1737158400000},"content-version":"vor","delay-in-days":17,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100001632","name":"Ulster University","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100001632","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Birth Defects Research"],"published-print":{"date-parts":[[2025,1]]},"abstract":"<jats:title>ABSTRACT<\/jats:title><jats:sec><jats:title>Introduction<\/jats:title><jats:p>While improved medical and surgical care for children with spina bifida has improved their survival, some may have lower cognitive, behavioral and educational performance. The paper assesses the effect of spina bifida on cognitive, behavioral, and educational outcomes in 5\u201311\u2009year olds.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>A cross\u2010sectional study design was used where data were collected from parents\/guardians and teachers using Behavior Rating Inventory of Executive Function, second edition (BRIEF2), Strengths and Difficulties Questionnaire (SDQ), and Teacher Academic Attainment Scale (TAAS).<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Nineteen parental and 13 teacher responses were received for children with spina bifida, and 8 parental and seven teacher responses for children without Spina Bifida. Overall, the majority of the sample were female. 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. Anticipated matched analysis was not possible due to unequal number of participants between the groups. Children with spina bifida performed similarly as peers without spina bifida in all subjects across the curriculum with the exception of English, Mathematics, and History.<\/jats:p><\/jats:sec><jats:sec><jats:title>Discussion<\/jats:title><jats:p>Based on this small sample, a potential need for evidence\u2010based interventions to assist children with spina bifida in the cognitive area of working memory and also in English, Mathematics and History is postulated. Larger longitudinal studies are required to confirm these findings.<\/jats:p><\/jats:sec>","DOI":"10.1002\/bdr2.2434","type":"journal-article","created":{"date-parts":[[2025,1,18]],"date-time":"2025-01-18T09:09:53Z","timestamp":1737191393000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Cognitive, Behavioral and Educational Outcomes in Children Aged 5\u201311\u2009Years With Spina Bifida in Northern Ireland"],"prefix":"10.1002","volume":"117","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8091-363X","authenticated-orcid":false,"given":"Yogesh Gopal","family":"Parajuli","sequence":"first","affiliation":[{"name":"School of Nursing Ulster University Belfast  Belfast Northern Ireland UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Marlene","family":"Sinclair","sequence":"additional","affiliation":[{"name":"School of Nursing Ulster University Belfast  Belfast Northern Ireland UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,1,18]]},"reference":[{"key":"e_1_2_10_2_1","volume-title":"Multiple Intelligences in the Classroom","author":"Armstrong T.","year":"2018"},{"key":"e_1_2_10_3_1","doi-asserted-by":"publisher","DOI":"10.1002\/ddrr.93"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jml.2007.12.005"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1037\/0003-066X.53.6.635"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0112393"},{"key":"e_1_2_10_7_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.acap.2016.01.010"},{"key":"e_1_2_10_8_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-1-4419-1428-6_804"},{"key":"e_1_2_10_9_1","doi-asserted-by":"publisher","DOI":"10.1017\/S1355617706060425"},{"key":"e_1_2_10_10_1","doi-asserted-by":"publisher","DOI":"10.1080\/09297040601147605"},{"key":"e_1_2_10_11_1","doi-asserted-by":"publisher","DOI":"10.1177\/001440291007600306"},{"key":"e_1_2_10_12_1","doi-asserted-by":"publisher","DOI":"10.1093\/esr\/jcs079"},{"key":"e_1_2_10_13_1","doi-asserted-by":"publisher","DOI":"10.1080\/092970490911324"},{"key":"e_1_2_10_14_1","doi-asserted-by":"publisher","DOI":"10.1002\/pits.20067"},{"key":"e_1_2_10_15_1","doi-asserted-by":"publisher","DOI":"10.1002\/path.2643"},{"key":"e_1_2_10_16_1","volume-title":"Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do","author":"Darling\u2010Hammond L.","year":"2007"},{"key":"e_1_2_10_17_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.dcn.2015.11.005"},{"key":"e_1_2_10_18_1","doi-asserted-by":"publisher","DOI":"10.1007\/s13524-018-0730-3"},{"key":"e_1_2_10_19_1","volume-title":"Prevalence tables\u00a02011\u20132015","author":"European Surveillance of Congenital Anomalies\u2014EUROCAT","year":"2015"},{"key":"e_1_2_10_20_1","doi-asserted-by":"publisher","DOI":"10.1080\/87565641.2003.9651915"},{"key":"e_1_2_10_21_1","doi-asserted-by":"publisher","DOI":"10.1002\/ddrr.101"},{"key":"e_1_2_10_22_1","doi-asserted-by":"publisher","DOI":"10.1076\/chin.6.3.235.3152"},{"key":"e_1_2_10_23_1","volume-title":"BRIEF\u20102: Behavior Rating Inventory of Executive Function","author":"Gioia G. 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