Guellec et al. 24
|
1) Cognitive 2) Behavior 3) School performance |
1) KABC 2) SDQ 3) Questionnaire sent by mail to parents. |
In preterm children, birth weight was not associated with cognitive, motor, behavioral outcomes, or academic performance. Growth restrictions (small for gestational age) were associated with mortality, cognitive and behavioral outcomes, and learning impairment. |
Chyi et al.3
|
1) School performance |
1) Specific tests were created for the study and included reading and math |
Moderately and late preterm infants had lower reading and math scores than control children. Moderately preterm children had twice the risk of needing special education. Due to the concerns of teachers with these children and the test results, the need for educational support was observed for moderately and late preterm children (32-36 weeks gestation) through monitoring, guidance, and school interventions. |
D'Angio et al. 32
|
1) School performance 2) Cognitive |
1) Teacher questionnaire 2) MCSA, CALVT-2, PPVT-R, VMI, and VABS |
Intraventricular hemorrhage in the neonatal period and low socioeconomic status were the strongest predictors of adverse outcomes related to school and cognitive performance. Preterm infants in the surfactant era remain at high risk for neurodevelopmental impairment. Although most of these children are well, a significant minority will need special education services until high-school age. |
Charkaluk et al. 1
|
1) Mental health 2) Quotient of development 3) Schooling 4) Cognitive |
1) MPC 2) Brunet-Lezine scale 3) Questionnaire sent by mail to parents. 4) KABC |
Schooling was considered adequate if the child was attending a level of education in age-appropriate regular grade, without the need for any additional academic support. Schooling was considered appropriate for 70% of preterm infants assessed. Using only the development quotient level showed not to be the best alternative for predicting adequate schooling at eight years. Other factors should be considered, such as maternal education, gestational age, and head circumference at the age of 2. These factors can be used to individualize the follow-up of these children. |
van Baar et al. 29
|
1) Cognitive 2) School performance 3) Behavior 4) Social-emotional |
1) WISC III and MND 2) TRF 3) CBCL 4) Interview with psychologist and SES |
The preterm and children born at term differed in all developmental domains (cognitive, academic, behavior, and social-emotional), always to the disadvantage of the preterm group. The subgroup of preterm children without school problems was characterized by less severe neonatal difficulties, better capacity to feed, faster and early growth of the head circumference, and better mental and motor development. Cognitive development differed during the first 2 years of among preterm subgroups and appeared to stabilize after that age. |
Msall et al.33
|
At 8 years:1) School performance |
1) Structured questionnaire created for this research |
Preterm infants with retinopathy of prematurity showed significant differences in mental development, educational and social skills. Among children who had better visual acuity, 52% were in the appropriate grade for their academic skills, and only about one quarter needed special education services. Most children with poorer visual acuity needed special education; they had lower than expected academic skills and had more social challenges (independence, peer-interaction, and participation in sports). |
Casey et al. 9
|
1) Growth 2) Cognitive 3) Behavior 4) Health status 5) School performance |
1) Weight (kg), height (cm), head circumference (cm), and body mass index (kg/m2) 2) WISCIII, VMI, and PPVT-3 3) CBCL 4) Child General Health Survey 5) WJ3 |
Children who were small for gestational age and had failed to properly develop had lower results in all indicators of growth at 8 years of age, as well as lower cognitive and academic performance scores. There were no differences between the groups regarding behavior or general health. Preterm newborns with low birth weight that developed postnatal growth problems, especially when associated with prenatal growth problems, were shown to have a smaller physical size and lower cognitive and academic performance scores at 8 years. |
Larroque et al. 35
|
1) School performance 2) Behavior |
1) Structured postal questionnaire created for the study 2) SDQ |
Among the very preterm children, 5% were in a special school or class, 18% had repeated a grade in regular school, and 77% were in the appropriate grade. Furthermore, 15% of very preterm children in a conventional class received some support in schoolversus 5% in the control group. Most very preterm children received special care (55%) when compared with children born at term (38%) between the ages of 5 and 8 years; very preterm children (21%) had more behavioral problems when compared to the reference group (11%). Most very preterm children attended regular schools. However, they had a high risk of difficulty in school, with over half of that population requiring additional support at regular school and/or special school. |
Kirkegaard et al. 6
|
1) School performance |
1) Structured questionnaires for parents and teachers created for the study |
Compared to children born at term, reading and spelling difficulties were more frequent among children with gestational age between 33 and 36 weeks and 37 and 38 weeks, but there was no association between gestational age or birth weight and difficulty in mathematics. |
Mathiasen et al. 28
|
1) School performance |
1) Governmental data |
Among children born before 37 weeks of gestation, 11.5% had not completed elementary school compared to 7.5% of children born at term. The risk of not completing elementary school increased with decreasing gestational age. The risk was moderate for those born at = 31 weeks of gestation, and increased dramatically for infants born at < 31 weeks of gestation. The increased risk in a gestation < 31 weeks was only partially explained by cerebral palsy. |
Linnet et al. 20
|
1) Behavior (attention deficit hyperactivity disorder) |
1) Governmental records |
Compared with children born at term, infants with gestational age 34 to 36 weeks had a 70% higher risk of hyperkinetic disorder (e.g., attention deficit hyperactivity disorder). Children with gestational age < 34 weeks had a risk nearly three times higher. Children born at term and low birth weight (1,500 to 2,499 g) had a 90% higher risk of hyperkinetic disorder, and children weighing 2,500 to 2,999 g had a 50% higher risk. |
Gurka et al. 27
|
1) Cognition 2) Social skills 3) Behavior |
1) WJ3 2) SSRS 3) CBCL and STRS |
No significant difference was observed among late preterm and at-term children at ages 4 to 15 years regarding the assessed skills. Healthy late preterm infants appeared to have no real impact on cognition, achievement, behavior, and social-emotional development throughout childhood. |
Whiteside-Mansell et al. 26
|
1) Family environment 2) Behavior 3) Temperament |
1) FES 2) CBCL 3) ICQ |
Children exposed to high levels of family conflict had more internalization problems. Underweight/preterm children with a difficult temperament had a higher risk of poor developmental outcomes, such as externalization problems; when exposed to family conflicts, they show less difficult temperament. |
Jeyaseelan et al. 5
|
1) Attention 2) Motor |
1) CRSR, ADHD Rating Scale, and psychometric measures 2) NSMDA at 12 and 24 months |
NSMDA (motor test at 12 months) was only associated with psychometric measures of verbal attention at school age regardless of the presence of social and biological factors. NSMDA at 24 months was strongly associated with specific clinical measures of attention at school age. It was not associated with psychometric measures of attention. The main finding of this study was that the motor difficulties in children with extremely low birth weight at 2 years will be later associated with clinical measures of attention at school age. |
Conrad et al. 23
|
1) Cognitive 2) Behavior evaluated by parents and teachers |
1) WISC 2) Pediatric Behavior Scale-30 |
Children born at term had fewer parental reports of hyperactivity/inattention and depression/anxiety when compared to children of extremely low birth weight and very low birth weight. There were no significant differences between the groups in teachers' evaluations. Birth weight was the strongest predictor of behavioral outcomes that appears not to be influenced by the child's intelligence. It was observed that negative behavioral sequelae of preterm birth remain significant in childhood and adolescence. |
Purdy et al. 44
|
1) Behavior 2) Stress at birth 3) Perinatal factors |
1) CBCL 2) CRIB, SNAPPE-II, and NBRS 3) Review of retrospective records (sepsis, retinopathy, and other neonatal variables) |
There were significant associations between CBCL and sepsis, cumulative exposure to steroids in the perinatal period, time from initial exposure to steroids, and height percentile at discharge. There was also a strong association between problems of social and school competence and activities assessed by the CBCL and the variable cumulative exposure to steroids, height percentile of children in the intensive care unit, sepsis, retinopathy, CRIB score, hearing loss, and biological markers. Children in the group with higher exposure to steroids presented more behavioral problems, but it was not possible to detect significant differences. The results are reassuring regarding the long-term effects of cumulative exposure to steroids on the behavioral outcomes of preterm infants. |
Farooqi et al. 43
|
1) Behavioral problems 2) Adaptive behavior at school 3) Family function (environment) 4) Depression |
1) CBCL for parents and teachers 2) Structured questionnaire and TRF 3) Nordic Health and Family Questionnaire 4) DSRS |
Compared with control children, parents of premature infants reported more internalization behavior, attention, and social problems. Teachers had a similar opinion. Reports from the children showed a trend of increased symptoms of depression compared to the control group. However, the majority of extremely preterm children (85%) were studying in regular schools without major adjustment problems. Although these results appear favorable, teachers report that these children have poorer adjustment to the school environment and are at risk of mental health problems. |
Gray et al.25
|
1) Maternal psychological problems 2) Behavior |
1) GHQ 2) CBCL |
The prevalence of behavioral problems was approximately 20% at all ages tested (3, 5, and 8 years). This sample had twice the prevalence of behavioral problems expected in children. The significant predictors of these problems were smoking during pregnancy, maternal psychological distress, maternal age, and Hispanic ethnicity. |
Yu et al. 45
|
1) Behavior 2) Learning failure |
1) CBCL 2) WISC III and WJ3 |
Compared with children with verbal and nonverbal learning disability, children with verbal disability were twice as likely to have behavioral problems, and were 89% more likely to have externalization behavior problems. No association was found between learning difficulties in nonverbal disability and behavioral problems. Analysis of specific behavioral subscales showed significant association with behaviors of anxiety/depression, as well as an increased likelihood of attention problems in children with verbal disability. These results provide evidence that there are differences between learning subtypes regarding behavioral outcomes and the effects of early intervention services at 8 years of age. |
Anderson et al. 42
|
1) Cognitive 2) School performance 3) Behavior |
1) WISC III 2) WRAT-3 and CSSA 3) BASC |
Extremely preterm or underweight children had lower scores than the control group in IQ, verbal comprehension, perceptual organization, distractibility, and processing speed. Attention difficulties, internalization problems, and adaptive skills were higher in the group of preterm/low birth weight children. In addition, this group showed worse performance on tests of reading, spelling, and arithmetic compared to the control group. School-age children with extremely low birth weight or very preterm infants born in the 1990s continue to have cognitive, educational, and behavioral disabilities. |
Crombie et al. 21
|
1) Mental health 2) Early risk assessment |
1) SDQ 2) Structured questionnaire completed by parents |
Children with early biological risk (preterm or low birth weight) were shown to be more vulnerable to mental health problems when exposed to the effects of noise from aircraft or road traffic noise in the school area. However, these children were more likely to have mental health problems. Children who were "at risk" (i.e., low birth weight or preterm birth) were classified as having more behavioral problems and emotional symptoms and poorer overall mental health than children without these risks. |
Lindström et al. 22
|
1) Psychiatric disorders 2) Perinatal and social factors |
1 and 2) Governmental records |
Preterm and early-term birth increases the risk of attention deficit hyperactivity disorder (ADHD). The socioeconomic context modifies the risk of ADHD in moderately preterm births. |