Birth Weight and School-age Disabilities: A Population-based Study

Avchen, Rachel Nonkin; Scott, Keith G.; Mason, Craig A.

doi:10.1093/aje/154.10.895

Cited by 73 publications

(52 citation statements)

References 11 publications

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“…The percentage is similar to that of other Western countries (2), but higher figures have also been presented. For instance, in a comprehensive follow-up study from Australia in 1994, 36.6% of the primary and secondary school children were identified as having some area of special learning needs in their first school year, and by 1996, it had dropped to 33.3% (3).…”

Section: Introductionsupporting

confidence: 85%

“…They were asked, "Is your child's penmanship awkward?" (answer choices: yes [1], no [2], cannot say [3]); "Does your child bump or fall down often?" (yes [1], no [2], cannot say [3]); "Can your child usually catch the ball in the game?"…”

Section: Problems With Fine and Gross Motor Skillsmentioning

confidence: 99%

“…(answer choices: yes [1], no [2], cannot say [3]); "Does your child bump or fall down often?" (yes [1], no [2], cannot say [3]); "Can your child usually catch the ball in the game?" (mostly [1], sometimes [2], hardly ever [3]); "Can your child (a) drive a two-wheel bike, (b) skate, (c) tie his/her shoelaces?"…”

Section: Problems With Fine and Gross Motor Skillsmentioning

confidence: 99%

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An epidemiological study on Finnish school-aged children with learning difficulties and behavioural problems

Taanila

Yliherva

Kaakinen

et al. 2011

International Journal of Circumpolar Health

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Objectives. To investigate the association between learning difficulties (LDs) and behavioural and emotional problems of 8-year-old children in the Northern Finland Birth Cohort 1986 (n=9432). Study design. A cross-sectional study. Methods.Teachers assessed children's behaviour with a Rutter scale (RB2) and assessed their learning with questions about whether a child had difficulties in reading, spelling and mathematics. Results. Of the children, 21.4% (n=1774) had 1 or more learning difficulties (LDs): 12.3% (n=1026) had a verbal LD, 3.0% (n=248) a mathematical LD and 6.0% (n=500) a combined LD. For boys with LDs, an adjusted odds ratio of having behavioural problems was 3.1 (95% CI 2.5-4.0) and emotional problems 3.0 (2.0-4.6), and for girls 3.9 (2.6-5.8) and 5.3 (3.6-8.1), respectively. In boys and girls, verbal difficulties were associated with behavioural and emotional problems whereas mathematical difficulties were associated with behavioural problems in boys and with emotional problems in girls. Divorced and reconstructed family types were significant risk factors for LDs and behavioural problems, whereas a lifelong one-parent family type was a risk factor for behavioural problems, but not for LDs. A child's younger age compared to that of classmates, a mother's and a father's low education level and a low family SES were risk factors for having LDs. Conclusion. More attention should be paid to children whose families are facing adverse circumstances, especially as it affects their preschool education, in order to support their learning and school attendance.

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Section: Introductionsupporting

confidence: 85%

Section: Problems With Fine and Gross Motor Skillsmentioning

confidence: 99%

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An epidemiological study on Finnish school-aged children with learning difficulties and behavioural problems

Taanila

Yliherva

Kaakinen

et al. 2011

International Journal of Circumpolar Health

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“…1 A significant part of this reduction is the result of reductions in neonatal mortality brought about by pharmacological and technical advances, both in delivery rooms and intensive care units. [2][3][4][5][6][7][8][9][10][11][12] Exogenous surfactant treatment has been particularly decisive to the survival of neonates with very low birth weights (below 1,500 g) and extremely low birth weights (below 1,000 g). 13 According to the literature on this subject, these babies are at increased risk of sequelae such as cerebral palsy, intellectual deterioration and convulsions, 14 in addition to blindness and deafness.…”

Section: Introductionmentioning

confidence: 99%

Dificuldade de aprendizagem em escolares de muito baixo peso ao nascer

Rodrigues¹,

Mello²,

Fonseca³

2006

J. Pediatr. (Rio J.)

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Objectives: To investigate the relationship between very low birth weight and learning difficulties at school by means of a systematic review of the literature, identifying patterns of learning difficulties among these schoolchildren, possible cognitive correlations, peculiarities of the lowest birth weight ranges and any interference with outcomes by socioeconomic and/or clinical factors.Sources of data: Bibliographic search (MEDLINE, LILACS, Excerpta Medica, reference lists of original articles, periodicals related to the subject, information from experts in the area and thesis and dissertation databases) on the keywords: prematurity/very low birth weight, learning difficulties/academic achievement/school performance, follow-up/results/cohort. Summary of the findings:The search returned 114 articles and the 18 of these were selected as having investigated learning difficulties in schoolchildren born with very low birth weights using appropriate methodology. The academic performance of these children was observed to be inferior the whole study population was compared with those born full term. The subject most compromised was mathematics. The risk of suffering from learning difficulties increased in inverse proportion to birth weight. An association was identified between very low birth weight and cognitive compromise. Conclusions:The systematic approach corroborated the results obtained by published studies: schoolchildren born with very low birth weights exhibited increased risk of learning difficulties when compared with those born at full term. There was a predominance of children with multiple academic subjects compromised and mathematics was the most affected. Risk was observed to follow an ascending gradient as birth weight reduced. There was an association between very low birth weight and cognitive compromise.J Pediatr (Rio J). 2006;82(1):6-14: Learning disorders, very low birth weight, systematic review.

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“…Other study-design methods include random selection of controls from regional schoolsystem records. 158,161 Studies of large regional or national populations have obtained outcomes through linkage of birth records to school records 162,163 or linkage of birth records to military-recruitment records 164,165 with comparison of the subjects to the rest of the population.…”

Section: Objective 4: Determine the Relevant Issues Related To Selectmentioning

confidence: 99%

Follow-up Care of High-Risk Infants

2004

Pediatrics

114

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There are currently no standardized guidelines for provision of follow-up services for high-risk infants in tertiary care centers despite the requirement for follow-up clinic experience in the 97 approved neonatal fellowship training programs in the United States and the increasing number of centers participating in multicenter networks. As the total number of survivors at risk for neurodevelopmental morbidities increases, many clinical research questions have surfaced that can only be answered by long-term follow-up studies. There is increasing awareness of the importance of long-term outcome in randomized, controlled trials, because perinatal interventions may dramatically alter later growth and development. There is also an increased recognition of the potential disconnect between perinatal outcomes and long-term outcomes. The administration of oxygen and postnatal steroids are prime examples of interventions that may have immediate positive effects but negative long-term effects. In addition, multicenter studies have identified significant center differences in the management and developmental outcome of high-risk infants. These findings led to the recognition of the need to improve standardization and comparability of methodology and data collection within and among centers and networks as a first step toward research to improve the long-term neurodevelopmental outcome of high-risk infants. The workshop participants met to define optimal methods to assess the outcome of high-risk infants, identify gaps in knowledge about the neurodevelopmental outcome of high-risk infants, and prioritize research efforts in response to these gaps.

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Birth Weight and School-age Disabilities: A Population-based Study

Cited by 73 publications

References 11 publications

An epidemiological study on Finnish school-aged children with learning difficulties and behavioural problems

An epidemiological study on Finnish school-aged children with learning difficulties and behavioural problems

Dificuldade de aprendizagem em escolares de muito baixo peso ao nascer

Follow-up Care of High-Risk Infants

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