BackgroundInfants born <30 weeks’ gestation are at increased risk of long term neurodevelopmental problems compared with term born peers. The predictive value of neurobehavioural examinations at term equivalent age in very preterm infants has been reported for subsequent impairment. Yet there is little knowledge surrounding earlier neurobehavioural development in preterm infants prior to term equivalent age, and how it relates to perinatal factors, cerebral structure, and later developmental outcomes. In addition, maternal psychological wellbeing has been associated with child development. Given the high rate of psychological distress reported by parents of preterm children, it is vital we understand maternal and paternal wellbeing in the early weeks and months after preterm birth and how this influences the parent–child relationship and children’s outcomes. Therefore this study aims to examine how 1) early neurobehaviour and 2) parental mental health relate to developmental outcomes for infants born preterm compared with infants born at term.Methods/DesignThis prospective cohort study will describe the neurobehaviour of 150 infants born at <30 weeks’ gestational age from birth to term equivalent age, and explore how early neurobehavioural deficits relate to brain growth or injury determined by magnetic resonance imaging, perinatal factors, parental mental health and later developmental outcomes measured using standardised assessment tools at term, one and two years’ corrected age. A control group of 150 healthy term-born infants will also be recruited for comparison of outcomes. To examine the effects of parental mental health on developmental outcomes, both parents of preterm and term-born infants will complete standardised questionnaires related to symptoms of anxiety, depression and post-traumatic stress at regular intervals from the first week of their child’s birth until their child’s second birthday. The parent–child relationship will be assessed at one and two years’ corrected age.DiscussionDetailing the trajectory of infant neurobehaviour and parental psychological distress following very preterm birth is important not only to identify infants most at risk, further understand the parental experience and highlight potential times for intervention for the infant and/or parent, but also to gain insight into the effect this has on parent–child interaction and child development.

AIM Preschool feeding disorders are common and debilitating and are associated with a range of developmental and medical issues. Parent report allows assessment of feeding in a naturalistic environment over time, with advantages over time-limited, clinic-based observations. However, little is understood about the limitations and advantages of current parent-report measures. We aimed to systematically review the psychometrics and clinometrics of parent-administered feeding questionnaires.METHOD Five search engines were used to identify questionnaires that met inclusion criteria, i.e. being norm-or criterion-referenced, child focused, appropriate for preschool children, and measured two or more feeding domains (e.g. dysphagia/oral motor delay, food refusal). RESULTSIn total 3535 abstracts were identified and 215 full-text articles were evaluated. Five questionnaires met the criteria. The Behavioral Pediatrics Feeding Assessment Scale (BPFAS) was the most reliable questionnaire identified, with good test-retest reliability and internal consistency. More predictive and concurrent validity data was available for the BPFAS, the Mealtime Behavior Questionnaire, and the Montreal Children's Hospital Feeding Scale than for other measures.INTERPRETATION Further research is needed on the psychometric properties of feeding questionnaires used in research and clinical practice. To date, the BPFAS has the most comprehensive reliability and validity data of any parent-administered feeding questionnaire for preschool children.Paediatric feeding disorders can be associated with neurological vulnerability and are the subject of increasing research and clinical attention.1,2 While conditions such as cerebral palsy (CP) have long been understood to impact on feeding function, other groups with neurodevelopmental and medical needs are increasingly recognized as being at risk for chronic feeding difficulties.1-3 Furthermore, feeding difficulties may occur in children without a known medical or developmental aetiology. 1,4 By 5 years of age, typically developing children have mastered most of their oral motor milestones, and are able to participate more fully in family mealtimes.5 They are at the end of a critical or sensitive period that is theorized to exist up to about 5 years. 1,6 After this, feeding skills may be more difficult to acquire because of decreased neuroplasticity. 1,6 Feeding disorders of any duration can have a significant impact on a child's growth and development, general health, and family relationships. 3,7,8 As a result, it is important to understand the presentation of feeding disorders in the preschool years to optimize the development of skills and minimize any of these negative impacts.The multifactorial and interactive nature of feeding disorders means that thorough assessment is time-consuming and requires careful consideration. Standard assessment typically includes a case history that covers family, medical, and developmental history, and details of the child's past and current feeding; physical examinati...