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Kelly Howard

Researcher at University of Melbourne

Publications -  15
Citations -  2359

Kelly Howard is an academic researcher from University of Melbourne. The author has contributed to research in topics: Bayley Scales of Infant Development & Child development. The author has an hindex of 10, co-authored 15 publications receiving 2159 citations. Previous affiliations of Kelly Howard include Washington University in St. Louis & Royal Children's Hospital.

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Neonatal MRI to Predict Neurodevelopmental Outcomes in Preterm Infants

TL;DR: Moderate-to-severe white-matter abnormalities on MRI were significant predictors of severe motor delay and cerebral palsy after adjustment for other measures during the neonatal period, including findings on cranial ultrasonography.
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Rates of early intervention services in very preterm children with developmental disabilities at age 2 years.

TL;DR: This study explores the association of levels of disability at age 2 years with EI services and social risk in a large cohort of very preterm children.
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Head growth in preterm infants: Correlation with magnetic resonance imaging and neurodevelopmental outcome

TL;DR: Poor postnatal head growth in preterm infants becomes more evident by 2 years and is strongly associated with poor neurodevelopmental outcome and cerebral palsy, which suggests a selective vulnerability.
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Parenting Behavior Is Associated With the Early Neurobehavioral Development of Very Preterm Children

TL;DR: Specific parenting behaviors, particularly parent-child synchrony, were associated with neurobehavioral development in very preterm children at 24 months of age, and these findings have implications for the development of targeted parent-based interventions to promote positive outcomes across different developmental domains.
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Preterm infant hippocampal volumes correlate with later working memory deficits

TL;DR: Preterm children appear to have altered hippocampal volumes by discharge from hospital which may have a lasting impact on working memory function, particularly in very preterm children who perseverated on the working memory task.