Utiility of the Maternal Perinatal Scale (MPS) in Distinguishing Normal from Learning Disabled Children

Abstract

This study examined perinatal complications and risk factors as predictors of learning disabilities in schoolaged children. Specifically, the Maternal Perinatal Scale (MPS) was used to distinguish between normal children and those classified as learning disabled (LD) by their school system. One hundred and eight participants, 54 in each classification, were selected from a small Midwestern area. A stepwise discriminant analysis demonstrated that all four factors of the MPS contribute significantly to the prediction. A linear composite of MPS factor scores correctly classified 93.5% of all participants, with only two normal and five LD children being misclassified. Repeating the results with other clinical populations, these results support the use of the MPS in assessing the perinatal history. More importantly, these data are consistent with the notion that perinatal complications increase the likelihood of future impairment. Moreover, the MPS shows promise as a screening device for use in early preventative programs which diminish the negative psychological, sociological, and neuropsychological outcomes for children with neurological disorders.

Key Words:

• MPS
• learning disabilities
• LD
• perinatal
• perinatal complications