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Figure 1. Developmental risks in preschool age children.
It is a bar graph that shows the percentage of preschool-aged children in the NSCAW sample who had developmental risks and shows the percentage of comparably aged, normative-sample children for the same risks. The developmental risks assessed included the areas of neurological development, cognitive development, early language skills, and behavior. The horizontal axis shows four indicators—neurological, cognitive, language, and behavioral. Risk of neurological delay or impairment was measured only in children aged 3 to 24 months. The vertical axis shows the percentage of preschool children with these impairments. Each of the four categories of risk contains two bars; a legend indicates that the first bar in each category represents the percentage from the NSCAW sample and that the second bar represents the percentage from the normative sample.
The first set of bars in the graph shows that 53 percent of children aged 3 to 24 months showed risk of neurological delay or impairment, compared with 14 percent of children in the normative sample. The second set of bars shows that 31 percent of the NSCAW children up to age 3 showed cognitive developmental delays, compared with 2.5 percent of children in the normative sample. The third set of bars shows that 14 percent of the NSCAW children under age 5 showed delay in their language, compared with 2.5 percent of children in the normative sample. The fourth set of bars shows that 27 percent of the children aged 2 to 3 years had high levels of problem behavior, compared with a norm of 17 percent. (back to Figure 1)
Figure 2. Cognitive and achievement risk levels in school age children.
It is a bar graph in which the horizontal axis shows three measures of risk levels in cognitive development and academic achievement among children in the NSCAW sample: intelligence testing, reading, and math. It also shows the levels of risk found in normative samples of children of comparable age. The vertical axis shows the percentage of school-aged children aged 4 or older with developmental cognitive and achievement risks. Each of the three categories of risk contains two bars; a legend indicates that the first bar in each category represents the percentage from the NSCAW sample and that the second bar represents the percentage from the normative sample.
The first set of bars in the graph shows that 5 percent of school-aged children from the NSCAW sample had very low scores on a test of verbal and non-verbal intelligence, compared with 2 percent of children in the normative sample. The second set of bars shows that 5 percent of school-aged children in the NSCAW sample had low levels of reading achievement, compared with 2.5 percent of children in the normative sample. The third set of bars shows that 12 percent of school-aged children from the NSCAW sample had low levels of math achievement, compared with 2.5 percent of children in the normative sample. (back to Figure 2)
Figure 3. Socioemotional risk levels in school age children.
It is a bar graph in which the horizontal axis shows four measures of socioemotional risk among school-aged children in the NSCAW sample: problem behavior (from caregiver’s perspective), social skills, living skills, and depression. It also shows the levels of risk found in normative samples of children of comparable age. The vertical axis shows the percentage of school-aged children aged 4 or older with socioemotional risks. Each of the four categories of socioemotional risk contains two bars; a legend indicates that the first bar in each category represents the percentage from the NSCAW sample and that the second bar represents the percentage from the normative sample.
The first set of bars in the graph shows that 45 percent of school-aged children exhibited problem behavior, as reported by a caregiver, compared with 17 percent of children in the normative sample. The second set of bars shows that 38 percent of school-aged children had problems with social skills, compared with 16 percent of children in the normative sample. The third set of bars shows that, on a measure of daily living skills, 10 percent of school-aged children in the NSCAW sample showed levels indicating risk, compared with 2.5 percent of children in the normative sample. The fourth set of bars shows that 15 percent of school-aged children in the NSCAW sample reported symptoms of depression, compared with 9 percent in the normative sample. (back to Figure 3)
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