COC children are at risk for developing problems with sustained attentio and organized, purposeful behavior, factors important to successful problem solving. Using the Goodman Lock Box (GLB) to evaluate problem solving ability, we present data from a COC and CON cohort, followed since birth, who were evaluated at 2 time points.
AIM: To examine whether problem solving abilities differ between COC and CON of similar low SES. METHODS: The GLB is an inviting rectangular box with 10 compartments, each with a different lock and each housing a different toy. In the study center, children were invited to play with the GLB. One of two examiners, each masked to child group status, recorded and coded child's activities during a 6.5 min. period. Nineteen behaviors were collapsed into 3 main outcomes: Aimless Actions(unfocused, impulsive behavior), Competence (purposeful problem solving behavior) and Mental Organization (pattern and sequence of approach). COC and CON scores were compared to each other and to the Goodman standardization sample of preschoolers of mixed SES (GLB-NL). RESULTS: 73 COC and 82 CON were evaluated at 3.5 yr; of these, 58 COC and 63 CON were also evaluated at 4.5 yr. COC and CON did not differ from each other on any GLB outcome (p≥.22) and both groups' scores improved on each outcome between 3.5 and 4.5 yr (p<0.001). While COC and CON did not consistently differ from GLB-NL on Aimless Actions or Competence, both COC and CON scored lower than GLB-NL in Mental Organization at 3.5 yr (COC=41% and CON=40% lower) and at 4.5 yr (COC=29% and CON=25% lower) (p≤.01).CONCLUSION: COC and CON did not differ on Lock Box performance at either 3.5 or 4.5 yr. However, COC and CON scored significantly lower than GLB-NL on Mental Organization at both time points. Since mental organization is one aspect of higher order thinking, we speculate that our cohort, both COC and CON, may experience problems functioning and learning in more complex environments such as the classroom. Funded by NIDA DA04965
