Abstract
To test if the ENE would Improve identification of developmental dysfunction (DD), a standard ENE was administered to 275 5-year-olds. Psychologic and education tests were administered concurrently. The ENE covered five areas: 1) Behavioral-Hyperactivity, 2) Soft Signs, 3) Hard Signs, 4) Visual Motor, and 5) Language Memory. Area scores were derived by adding normalized values of individual test items, Three adverse outcomes which did not depend on ENE area scores were defined: Delay in cognition or academic unreadiness; Discrepancy between language and visual motor development; Clinical impression of neurologic abnormality. A discriminant function approach was used to find weights for combinations of area scores as predictors of adverse outcomes. Classification errors were converted to sensitivity and specificity and are shown for delay in cognition or academic unreadiness.
Although the ability of the full ENE to classify children was good for all three adverse outcomes, using all five areas did not substantially improve error rates over single areas. No single area in the ENE was consistently superior to any other.
The data support the idea that DD in 5-year-olds is pervasive, and that full evaluations may be unnecessary for identification.
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Shapiro, B., Palmer, F., Wachtel, R. et al. THE EXPANDED NEUROLOGIC EXAMINATION (ENE): DOES IT HELP?. Pediatr Res 21 (Suppl 4), 184 (1987). https://doi.org/10.1203/00006450-198704010-00108
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DOI: https://doi.org/10.1203/00006450-198704010-00108