Academic Outcomes of School-Aged Children Born Preterm

McBryde, Melinda; Fitzallen, Grace; Liley, Helen; Taylor, H. Gerry; Bora, Samudragupta

doi:10.1001/jamanetworkopen.2020.2027

Cited by 68 publications

(58 citation statements)

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“…Regarding long-term neurodevelopment, impairments are still reported in those children that were born preterm. For example, a recent meta-analysis outlined that children born preterm, compared to children born at term, have signi cant de cits in mathematics and reading until at least 18 years of age (19). Interestingly, this sample included infants born as late as in 2018, con rming that those de cits remain even in preterm infants who received modern neonatal care (19).…”

Section: Introductionmentioning

confidence: 92%

“…For example, a recent meta-analysis outlined that children born preterm, compared to children born at term, have signi cant de cits in mathematics and reading until at least 18 years of age (19). Interestingly, this sample included infants born as late as in 2018, con rming that those de cits remain even in preterm infants who received modern neonatal care (19). Even adults born preterm still report having social di culties (20) and score signi cantly lower at neuropsychological tests (21).…”

Section: Introductionmentioning

confidence: 99%

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Development and Design of a Nursing Intervention Following a Theory and Evidence-Based Approach to Promote Maternal Sensitivity and Preterm Infant Neurodevelopment in the NICU

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Côté

et al. 2021

Preprint

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Background: Maternal sensitivity is an important predictor of long-term mother-infant attachment and infant development. Considering the behavioral specificities of preterm infants that may impede the development of maternal sensitivity, it is essential to promote these outcomes soon after a preterm birth. A systematic review showed that current evidence on the effectiveness of parent-infant intervention promoting parental sensitivity in the neonatal intensive care unit (NICU) is of low to very low quality. The aim of this project was to develop and design a novel nursing intervention to enhance maternal sensitivity and preterm infant neurodevelopment in the NICU. Methods: The Medical Research Council’s guidance to develop and evaluate complex health interventions, that is an evidence and theory-based approach, was used for this study. Thus, based on the MRC framework, three main steps were conducted: 1- Identifying existing empirical evidence; 2- Identifying and developing theory; 3- Modeling processes and outcomes.Results: We developed a guided participation intervention for mothers to participate in their preterm infant’s care and positioning (GP_Posit). GP_Posit is based upon the Attachment theory, the Guided participation theory as well as the Synactive theory of development. Conclusion: This novel intervention is being tested in a pilot randomized controlled trial (NCT03677752).

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Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Development and Design of a Nursing Intervention Following a Theory and Evidence-Based Approach to Promote Maternal Sensitivity and Preterm Infant Neurodevelopment in the NICU

Lavallée

Aita

Côté

et al. 2021

Preprint

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“…Arbeitsgedächtnis-und Aufmerksamkeitsdefizite gehören zu den am besten dokumentierten Folgen einer zu frühen Geburt (Hall et al, 2012;Jaekel, Baumann et al, 2013;. Diese Defizite sind mit verantwortlich für den vielfach dokumentierten schulischen Misserfolg Frühgeborener (Mulder et al, 2010;Johnson, Wolke, et al, 2011;McBryde et al, 2020). Eltern und Lehrer_innen von Frühgeborenen erwarten häufig, dass Entwicklungsrückstände bis zum Schuleintritt aufgeholt werden, das Gegenteil ist jedoch der Fall: kognitive Leistungen sind ab dem zweiten Lebensjahr relativ stabil, während gleichzeitig spezifische Lernstörungen erst in der Grundschule sichtbar werden, da differentielle Fähigkeiten stärker gefordert werden (Jaekel et al, 2011;Jaekel, Bartmann, et al, 2014;Breeman et al, 2015;Breeman et al, 2017).…”

Section: Schulreife Und Schulerfolg Bei Frühgeborenenunclassified

Frühgeburtlichkeit und langfristige Folgen bis ins Schulalter

Hüning

Jäkel

2021

Kindheit und Entwicklung

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Zusammenfassung. Theoretischer Hintergrund: Frühgeborene (FG) haben ein erhöhtes langfristiges Entwicklungsrisiko. Dennoch gibt es in Deutschland kein konzertiertes Vorgehen zur Nachsorge bis ins Schulalter. Die heutigen Erkenntnisse zu Entwicklungsstörungen sind Grundlage einer qualifizierten Förderung. Fragestellung: Wie hoch sind Schulrückstellungsraten bei FG? Wie wird den schulischen Bedürfnissen FG Rechnung getragen? Methode: Evaluation der Schulrückstellung in einer aktuellen Kohorte sehr kleiner FG und qualitative Befragung von Lehrer_innen. Ergebnisse: Das Risiko für Schulrückstellungen ist bei FG erhöht. Lehrer_innen haben ein limitiertes Wissen zu Bedürfnissen FG und gleichzeitig hilfreiche Vorschläge für spezifische Förderung im Unterricht. Diskussion und Schlussfolgerung: Langfristige entwicklungsneurologische Nachsorge für FG ist dringend empfohlen, um potenzielle Probleme früh zu identifizieren, Interventionen zu initiieren und eine optimale Entfaltung des Entwicklungspotentials zu fördern.

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“…Additionally, Allotey pointed out that this difference in academic results continued to persist in secondary education. The latest meta-analysis of 33 studies, which covered 4000 premature infants, confirms this academic gap in math and reading performances between VP children and their peers [ 20 ]. Two meta-analyses looked at the evolving profile of executive deficit in extremely premature infants [ 18 , 21 ].…”

Section: Introductionmentioning

confidence: 98%

A randomized EPIREMED protocol study on the long-term visuo spatial effects of very preterm children with a working memory deficit

et al. 2021

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Background Very preterm children generally perform poorly in executive functions and particularly in working memory. Adaptive training tasks encouraging these children to work continuously on their personal working memory capacity can be very useful. Above all in preschool-age children, several cognitive training programs focused on improving working memory capacity. Cogmed is a computerized visuospatial cognitive training program that improves working memory in children and adolescents with attention-deficit/hyperactivity disorder. The main objective is to assess the long-term effects (18 months) of cognitive training (Cogmed) on visuospatial processing in preschool-age very preterm children with working memory impairment. Methods The EPIREMED study is a prospective, randomized, controlled, multicentric trial nested in a population based epidemiological survey. An intervention group (Cogmed cognitive training) and a control group (standard care management) will compare children aged 5½ to 6 years, born between 24- and 34-weeks’ gestational age, with a global intelligence quotient > 70 and a working memory index < 85. The study will include 166 children from national study EPIPAGE-2 (Epidemiological Study on Small Gestational Ages). The intervention consists of 25 sessions administered over a 5- to 8-week period. The primary endpoint will be the visuospatial processing, assessed by the score of the visuospatial index: score of the WPPSI-IV (Wechsler Preschool and Primary Scale of Intelligence). The secondary endpoints will allow to assess the executive functions, language and abilities, infant behavior, quality of life assessment, school performance and parental anxiety. Discussion This project’s primary goal is to demonstrate the necessity of early visuospatial memory assessment within the vulnerable population of very preterm children, and to prove the feasibility and efficacy of computerized cognitive training using online software programs. A better global neuropsychological development improvement (visuospatial processing and other far transfer) can be expected with an improvement in learning and decreased behavioral problems. In the long term, these improvements might also reduce those global costs linked to the consequences of extreme prematurity. Trial registration NCT02757794 (registered on 2nd May 2016 at ClinicalTrial.gov).

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Academic Outcomes of School-Aged Children Born Preterm

Cited by 68 publications

References 53 publications

Development and Design of a Nursing Intervention Following a Theory and Evidence-Based Approach to Promote Maternal Sensitivity and Preterm Infant Neurodevelopment in the NICU

Development and Design of a Nursing Intervention Following a Theory and Evidence-Based Approach to Promote Maternal Sensitivity and Preterm Infant Neurodevelopment in the NICU

Frühgeburtlichkeit und langfristige Folgen bis ins Schulalter

A randomized EPIREMED protocol study on the long-term visuo spatial effects of very preterm children with a working memory deficit

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