Preterm children have unfavorable motor, cognitive, and functional performance when compared to term children of preschool age

Maggi, Eliane F.; Magalhães, Lívia de Castro; Campos, Alexandre Ferreira; Bouzada, Maria Cândida Ferrarez

doi:10.1016/j.jped.2013.10.005

Cited by 41 publications

(33 citation statements)

References 24 publications

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“…preschool, and the skills used by the child (Hebbeler & Rooney, 2009;Kjellmer, Hedvall, Fernell, Gillberg & Norrelgen, 2012). Other related definitions of everyday functioning include: functional performance, functional skills, functional status, and adaptive behaviour (Case- Smith, 1995;Maggi, Magalhães, Campos & Bouzada, 2014;Msall & Tremont, 2002). In young children, it can prove difficult to distinguish behaviour that is simply a typical variation in functioning from something that is a deviance in mental health or development (WHO, 2009).…”

Section: Development and Functioning In Preschool Childrenmentioning

confidence: 99%

Identifying Patterns of Emotional and Behavioural Problems in Preschool children : Facilitating Early Detection

Gustafsson

2019

Linköping University Medical Dissertations

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Section: Development and Functioning In Preschool Childrenmentioning

confidence: 99%

Identifying Patterns of Emotional and Behavioural Problems in Preschool children : Facilitating Early Detection

Gustafsson

2019

Linköping University Medical Dissertations

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“…Infants born prior to the 37th week of gestation are considered preterm and prematurity affects approximately the 11% of the infants in the world (WHO, ). Premature birth can affect the cognitive, motor, linguistic, behavioural and socio‐emotional development of the infant (Huhtala et al., ; Langerock et al., ; Maggi, Magalhães, Campos, & Bouzada, ). Moreover, premature birth represents a traumatic experience for the family, particularly for the mother, who may present elevated levels of stress, anxiety, and depression after the infant's discharge (Shaw et al., ).…”

Section: Introductionmentioning

confidence: 99%

Music therapy and musical stimulation in the context of prematurity: A narrative literature review from 2010–2015

Palazzi

Nunes

Piccinini

2017

Journal of Clinical Nursing

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Aims and objectives To examine empirical studies of musical stimulation and music therapy carried out with preterm infants and their parents published from 2010–2015. Background Prematurity constitutes a global health problem that can impact the development of the preterm infant and the well‐being of the parents. Music‐based interventions may benefit the infant, parents and their relationship. In our review, we distinguished between musical stimulation and music therapy, as we found no previous studies that had made this distinction. Design This is a narrative literature review. Methods A search was undertaken in PubMed, PsycINFO and LILACS using the terms “music,” “music therapy,” “singing,” “prematurity” and “preterm.” Thirty studies were included and analysed according to the following categories: (i) aims of the study, (ii) participants, (iii) design, (iv) type of intervention, (v) assessment and measures and (vi) main results. Results The vast majority of the studies focused on the preterm infants and used an experimental design. Few studies carried out family‐centred interventions, despite this having been noted as an important factor in effective interventions. Musical stimulation studies used more recorded music, whereas music therapy studies used more individualised interventions with live music. Conclusions Both musical stimulation and music therapy demonstrated significant effects on preterm infants and their parents. However, compared to musical stimulation studies, interventions performed by music therapists provided more individualised care and tended to show greater effects on infants' physiological and behavioural responses. Relevance to clinical practice Our review showed that music therapy interventions may provide individualised, effective and family‐centred care. There is a significant need for these types of interventions in the neonatal intensive care unit (NICU).

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“…Motor skill assessments at age 4 have been shown to be more reliable than assessments conducted at age 2, which tend to underestimate movement difficulties in VPT children without cerebral palsy (Griffiths et al, 2017;Spittle et al, 2013). Assessment of motor skills just prior to entering kindergarten may identify persistent motor difficulties that may be associated with cognitive and academic challenges (Brostrom, Vollmer, Bolk, Eklof, & Aden, 2018;Maggi, Magalhaes, Campos, & Bouzada, 2014).…”

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confidence: 99%

Movement abilities and brain development in preschoolers born very preterm

Hasler

Fuller

Vaucher

et al. 2019

Preprint

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Aim:To examine how healthy preschoolers born very preterm (VPT) with and without significant movement impairments differ from full term (FT) controls in subcortical brain volume measures and white matter diffusion properties. Method:A case-control, observational study of fifty-four VPT-born and 32 FT-born children were administered the Movement Assessment Battery for Children -Second Edition (MABC-2) and underwent MRI within 6-months of starting kindergarten. Selected subcortical structural volumes, fractional anisotropy (FA), and mean diffusivity (MD) of selected white matter tracts were compared across VPT children with movement impairments (VPT-abnormal), and VPT and FT children without movement impairments. Results:The VPT-abnormal group had higher MD in the corpus callosum and inferior frontaloccipital fasciculus and lower FA in the anterior thalamic radiations, corpus callosum, and cingulum than the FT group. The forceps major was particularly affected in the VPT-abnormal group compared with the VPT and FT groups without movement impairments. Both VPT groups had reduced brainstem and cerebellar white matter volumes and larger lateral ventricles compared to the FT group.Interpretation: Movement impairments in healthy VPT preschoolers were associated with more abnormalities in white matter integrity and reduced subcortical brain volumes most likely reflecting a greater extent of white matter damage associated with their very preterm birth.

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Preterm children have unfavorable motor, cognitive, and functional performance when compared to term children of preschool age

Abstract: this study reinforced the evidence that preterm children from different socioeconomic backgrounds are more likely to have motor, cognitive, and functional development impairment, detectable before school age, than their term peers.

Cited by 41 publications

References 24 publications

Identifying Patterns of Emotional and Behavioural Problems in Preschool children : Facilitating Early Detection

Identifying Patterns of Emotional and Behavioural Problems in Preschool children : Facilitating Early Detection

Music therapy and musical stimulation in the context of prematurity: A narrative literature review from 2010–2015

Movement abilities and brain development in preschoolers born very preterm

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