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PEDIATRICS Vol. 107 No. 5 May 2001, pp. 1037-1042

Early Childhood Otitis Media in Relation to Children's Attention-Related Behavior in the First Six Years of Life

Received Jun 30, 2000; accepted Aug 30, 2000.

Karin R. Minter*, Joanne E. Roberts*, parallel , Stephen R. Hooper*, , Margaret R. Burchinal*, #, and Susan A. Zeisel

From the * Frank Porter Graham Child Development Center, Dagger  School of Public Health, § Department of Pediatrics, parallel  Division of Speech and Hearing Sciences, Department of Allied Health Sciences, Departments of  Psychiatry and # Psychology, and the ** School of Nursing, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina; and Dagger Dagger  Duke University School of Medicine, Durham, North Carolina.

Objective.  This study examined whether otitis media with effusion (OME) and associated hearing loss during the first 4 years of life were related to the ratings of parents, teachers, and clinicians of children's attention and behavior in the first 6 years of life.

Methods.  In a prospective study, 85 black children were recruited from community-based child care programs when they were between 6 and 12 months old. OME and hearing status were monitored repeatedly from 6 months to 4 years old. Measures of attention and behavior were collected from parents, teachers, and clinicians when the children were infants, preschoolers, and first graders.

Results.  On average, children experienced either bilateral or unilateral OME 30% of the time and hearing loss 19.9% of the time between 6 months and 4 years old. Descriptive and inferential analyses revealed no significant associations between OME or hearing loss and the measures of attention or behavior completed by parents, teachers, and clinicians.

Conclusions.  In this sample of children, there was no relationship between amount of early childhood OME or hearing loss and measures of attention or behavior in the first 6 years of life as reported by parents, teachers, and clinicians.otitis media, hearing, attention, behavior. .


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