Delayed language development at two years of age in very preterm infants in the Perinatal Network of Haute-Normandie

Charollais, Aude; Stumpf, Marie-Hélène; Quelen, R de; Rondeau, Stéphane; Pasquet, F.; Marret, Stéphane

doi:10.1016/j.earlhumdev.2014.10.001

Cited by 5 publications

(8 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several authors reported that premature babies can have problems in lexical acquisition and describe factors that can influence the acquisition of vocabulary, such as the environment, sex, socioeconomic status, maternal education and pregnancy complications 7 , 16 , 18 - 22 .…”

Section: Discussionmentioning

confidence: 99%

“…Despite the difficulties in receptive vocabulary, as reported by the application of the PPVT, when parents and teachers were questioned about both receptive and expressive vocabulary, they only reported difficulties in expressive vocabulary. Some studies have used the MCDI instrument to verify the receptive and expressive vocabulary 7 , 18 , 28 .…”

Section: Discussionmentioning

confidence: 99%

“…Thus, all preterm infants should participate in long-term monitoring programs to track their development. Literature also points to this need 7 , allowing preventive procedures or timely rehabilitation procedures to avoid learning difficulties at school age.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Communicative performance and vocabulary domain in preschool preterm infants

et al. 2018

View full text Add to dashboard Cite

Objective The objective of this study was to evaluate and compare the performance of children in preschool age who were born premature and term, without neurological injury, regarding receptive and expressive language skills, and to reflect on the importance of these skills for performance in preschool.Materials and Methods Two groups named Preterm Group and Comparison Group, each composed by 40 children, as well as 80 legal representatives (mothers) and 80 teachers of the participants. To pair the groups, we considered chronological age (months), sex, educational level, type of school (public or private) and socioeconomic status. To assess the groups we used structured and semi-structured Observation of Communicative Behavior and applied the ABFW Child Language Test - Part B-Vocabulary and the Peabody Picture Vocabulary Test. To assess the legal representatives we applied an anamnesis questionnaire and the MacArthur Communicative Development Inventory. The assessment of the teachers consisted of the MacArthur Communicative Development Inventory and a Student Assessment Protocol developed by the authors.Results For the observation of communicative behavior, the categories with the highest losses were: narrative, maintaining dialogic activities and attention difficulties. In the ABFW Child Language Test and Peabody Picture Vocabulary Test there were statistically significant differences. In the MacArthur Communicative Development Inventory there were statistically significant differences in expressive vocabulary, but no differences in receptive vocabulary, for both the mothers and the teachers.Conclusion Children born prematurely with low risk of neurological sequelae in preschool age may have greater difficulties in linguistic performance than their peers born to term.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Communicative performance and vocabulary domain in preschool preterm infants

et al. 2018

View full text Add to dashboard Cite

show abstract

“…The instruments used are not the same in all the studies, which is comprehensible given the differences in the ages of assessment. In many of them different adaptations of the MacArthur-Bates Communicative Development Inventories (CDI) to different languages were used to assess children of 30 months of age or younger [21,[30][31][32][33]. In these cases, lack of agreement in the results indicates that other factors must be responsible for the discrepancy.…”

Section: Introductionmentioning

confidence: 99%

“…Other studies do not offer information on the exclusion criteria (Charolais et al, 2014; Lee and Lee, 2016), which does not guaranty (all the contrary) that the sample of PT children are free of these biomedical hazards (IVH, PLM, BPD, etc.). Two studies directly chose participants who were in the NICU for a long stay [32,34]. Another study [27], which used strict exclusion criteria, however, also included children with BPD in the PT group because one aim of the study was to test the effect of this disease on the risk of suffering language delay.…”

Section: Introductionmentioning

confidence: 99%

Prevalence of Language Delay among Healthy Preterm Children, Language Outcomes and Predictive Factors

Pereira

2021

Children

View full text Add to dashboard Cite

Language delay (LD) and its relationship with later language impairment in preterm children is a topic of major concern. Previous studies comparing LD in preterm (PT) and full-term (FT) children were mainly carried out with samples of extremely preterm and very preterm children (sometimes with additional medical problems). Very few of them were longitudinal studies, which is essential to understand developmental relationships between LD and later language impairment. In this study, we compare the prevalence of LD in low-risk preterm children to that of FT children in a longitudinal design ranging from 10 to 60 months of age. We also analyze which variables are related to a higher risk of LD at 22, 30 and 60 months of age. Different language tests were administered to three groups of preterm children of different gestational ages and to one group of full-term children from the ages of 10 to 60 months. ANOVA comparisons between groups and logistic regression analyses to identify possible predictors of language delay at 22, 30 and 60 months of age were performed. The results found indicate that there were practically no differences between gestational age groups. Healthy PT children, therefore, do not have, in general terms, a higher risk of language delay than FT children. Previous language delay and cognitive delay are the strongest and longest-lasting predictors of later language impairment. Other factors, such as a scarce use of gestures at 10 months or male gender, affect early LD at 22 months of age, although their effect disappears as children grow older. Low maternal education appears to have a late effect. Gestational age does not have any significant effect on the appearance of LD.

show abstract

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

et al. 2021

Self Cite

View full text Add to dashboard Cite

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).

show abstract

Delayed language development at two years of age in very preterm infants in the Perinatal Network of Haute-Normandie

Cited by 5 publications

References 4 publications

Communicative performance and vocabulary domain in preschool preterm infants

Communicative performance and vocabulary domain in preschool preterm infants

Prevalence of Language Delay among Healthy Preterm Children, Language Outcomes and Predictive Factors

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

Contact Info

Product

Resources

About