The correspondence validity of Malawian preschool developmental assessment and school-age neurocognitive performance in the longitudinal assessment of severe malaria

BackgroundLongitudinal studies of the effects of CNS infectious disease in at-risk children must track consistent brain/behaviour outcomes across the developmental span from infancy to adolescence. This study evaluates the correspondence between preschool developmental measures and school-age neurocognitive and behavioural measures in Malawian children.