Stability of Developmental Problems after School Entry of Moderately-Late Preterm and Early Preterm-Born Children - 26/07/17
, Andrea F. de Winter, PhD 1, Jorien M. Kerstjens, MD, PhD 2, Arend F. Bos, MD, PhD 2, Sijmen A. Reijneveld, MD, PhD 2Abstract |
Objective |
To assess the stability of developmental problems in moderately-late preterm-born children compared with early preterm and full term-born children before school entry at age 4 years and 1 year after school entry at age 5 years.
Study design |
We included 376 early preterm, 688 born moderately-late preterm, and 403 full term-born children from the Longitudinal Preterm Outcome Project (LOLLIPOP) cohort study. Developmental problems were assessed by the total score and the 5 domain scores of the Ages and Stages Questionnaire at ages 4 (ASQ-4) and 5 (ASQ-5). From the combinations of normal and abnormal ASQ-4 and ASQ-5 scores we constructed 4 categories: consistently normal, emerging, resolving, and persistent problems.
Results |
The ASQ-4 total score was abnormal more frequently in moderately-late preterm (7.9%, P = .016) and early preterm-born children (13.0%, P < .001) than in full term-born children (4.1%). Compared with the ASQ-5 total score, moderately-late preterm-born children had persistence and change comparable with full term-born children, and early preterm-born children had significantly greater rates than full term-born children of persistent (8.4% vs 2.2%, P < .001) and emerging problems (7.8% vs 2.7% P = .001). On the underlying domains, both early preterm and moderately-late preterm-born children had mainly emerging motor problems and resolving communication problems, but the changing rates of moderately-late preterm-born children were lower.
Conclusions |
After school entry, the overall development of moderately-late preterm-born children had stability patterns comparable with full term-born children, whereas early preterm-born children had greater rates of persistent and emerging problems. On the underlying domains, moderately-late preterm-born children had patterns comparable with early preterm-born children but at lower rates.
Il testo completo di questo articolo è disponibile in PDF.Keywords : neurodevelopment, preterm, motor, cognition, persistence, change, maturation, predictive value, early preterm, late preterm, moderately preterm
Abbreviations : ASQ, ASQ-4, ASQ-5, GA, LOLLIPOP
Mappa
| Supported by the research foundation of Beatrix Children's Hospital, the Cornelia Foundation for the Handicapped Child, the A. Bulk Preventive Child Health Care Research Fund, the Dutch Brain Foundation (15F07(2).59), and an unrestricted research grant from Friesland Campina, Friso Infant Nutrition, AbbVie, and Pfizer Europe (672394 and WI206819). The authors declare no conflicts of interest. |
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| Portions of this study were presented as a poster during the European Academy of Pediatric Societies, Geneva, Switzerland, October 21-25, 2016. |
Vol 187
P. 73-79 - agosto 2017 Ritorno al numero
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