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Seventy-five percent of the preterms fell into the above outcome diagnostic categories. Examination of early developmental patterns reflected differences in attention deployment at ages 13 months and 15 months, manifesting as increased engaged time on the part of the children with ADD, with a greater number of attentional shifts, and as decreased engaged time for the other outcome diagnostic categories. At 20, 24, and 30 months, mothers' perceptions of their children's competence revealed generally strong assessment of competence among children later identified as ADD, and weak competence in the other outcome diagnostic categories. Variability distinguished the identified groups at all ages and is evident in the Stanford-Binet subscale scores at age 3.<\/jats:p>","DOI":"10.1177\/002221949803100309","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"294-306","source":"Crossref","is-referenced-by-count":53,"title":["Learning Disability, Attention-Deficit Disorder, and Language Impairment as Outcomes of Prematurity"],"prefix":"10.1177","volume":"31","author":[{"given":"Miriam","family":"Cherkes-Julkowski","sequence":"first","affiliation":[{"name":"Miriam Cherkes-Julkowski, PhD, is a professor of educational psychology at the University of Connecticut. Her interests include the development of cognitive disorders in children with learning disabilities and attention-deficit disorders, especially from the perspective of self-organizing systems. 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