Educational outcome at 8 years for children who were born extremely prematurely: A controlled study

Bowen, Jennifer R.; Gibson, Frances; Hand, PJ

doi:10.1046/j.1440-1754.2002.00039.x

Cited by 72 publications

(70 citation statements)

References 33 publications

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“…Around 60% of the studies exhibited losses of up to 10% 4,8,19,20,28 and in 50% of the articles 4,8,18,19,20,28,39,41,45 there was no information on whether or not these losses were selective.…”

Section: Resultsmentioning

confidence: 99%

“…Specific learning difficulties were often embedded within wider results originating from medium and longterm follow-up studies of schoolchildren who had been born with weights less than or equal to 1,500 g. Thus, the outcomes investigated varied from the generic school-age outcomes 8,42,43 and educational outcomes 4,18 to the clearly defined and highly specific outcome: pattern of learning disabilities. 19 Just five articles 4,8,19,27,30 described the criteria employed to define specific learning difficulty (for example, low academic achievement or discrepancy between observed and expected achievement).…”

Section: Resultsmentioning

confidence: 99%

“…19 Just five articles 4,8,19,27,30 described the criteria employed to define specific learning difficulty (for example, low academic achievement or discrepancy between observed and expected achievement).…”

Section: Resultsmentioning

confidence: 99%

“…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%

“…15,17 This being the case, these results are becoming increasingly important, not just to healthcare teams, but also for schools and educational planners. 4 Within the school environment learning difficulties are interpreted via their functional aspects, i.e. as a discrepancy between performance and ability as measured by the intelligence quotient.…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Dificuldade de aprendizagem em escolares de muito baixo peso ao nascer

Rodrigues¹,

Mello²,

Fonseca³

2006

J. Pediatr. (Rio J.)

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Community Supports After Surviving Extremely Low-Birth-Weight, Extremely Preterm Birth

Hintz

Kendrick²,

Vohr³

et al. 2008

Arch Pediatr Adolesc Med

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Objective To determine special outpatient services (SOS) use, need, associated factors, and neurodevelopmental and functional outcomes among extremely preterm infants at 18 to 22 months’ corrected age. Design Retrospective analysis. Setting National Institute of Child Health and Human Development (NICHD) Neonatal Research Network. Participants Infants younger than 28 weeks’ gestational age who had been born weighing less than 1000 g at an NICHD Neonatal Research Network center from January 1, 1997, to December 31, 2000, and who were receiving follow-up at 18 to 22 months’ corrected age. Interventions Questionnaires were administered at the 18- to 22-month follow-up visit regarding SOS use since hospital discharge and the current need for SOS (social work, visiting nurse, medical specialty, early intervention, speech and language services, occupational therapy and physical therapy, and neurodevelopmental and behavioral services). Main Outcome Measures The use of and need for SOS were analyzed by gestational age. Logistic regression analysis identified factors independently associated with the use of more than 5 services and with the need for any services. Results Of 2315 infants, 54.7% used more than 3 SOS by 18 to 22 months, and 19.1% used 6 to 7 SOS. The need for any SOS was reported by approximately 37%. The following variables that were commonly associated with adverse neurodevelopmental outcomes were also associated with the use of more than 5 SOS: sepsis, birth weight, postnatal corticosteroid use, bronchopulmonary dysplasia, and cystic periventricular leukomalacia or grade 3 or 4 intraventricular hemorrhage. Male sex was associated with the need for any SOS. Although high SOS use was more likely among children with adverse neurodevelopmental outcomes, a reported need for SOS was common even among those with mild developmental impairment (39.7%) and mild cerebral palsy (42.2%). Conclusions High SOS use is common, has identifiable neonatal risk factors, and is associated with neurodevelopmental impairment. Extremely preterm survivors have substantial need for community supports regardless of their impairment level. Efforts to improve comprehensive delivery of family-centered community-based services are urgently needed.

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