Abstract:Aim: To assess cognitive ability in a population‐based group of prematurely born school‐aged children and to relate these findings to postnatal morbidity. Method: The study group consisted of a cohort of 51 children born preterm, 43 (26 boys, 17 girls) of whom were available for psychological evaluation At evaluation, their median age was 10 y (range 8–11 y). They were all born between 1988 and 1991, with gestational age less than 29 wk (median 27, range 24–28). Their median birthweight was 1060 g (range 450–1… Show more
“…51 The absence of notable saccade deficits in the preterm children in this study may be because the lesions that occur very early in life are compensated for by neural plasticity and development. In addition, severe lesions in preterm children are likely to be associated with cognitive deficits and reduced IQ, 52 which were excluded from the cohort that we examined and may also explain the absence of manifest strabismus found in the preterm group.…”
Despite the increased risk of cerebral lesions, the control of saccades and pursuit was largely normal in the preterm children, suggesting that pathways at the level of the brain stem were principally intact. However, the preterm children had difficulties with the voluntary control of saccades, particularly in the area of inhibition, which may be indicative of a deficit in the region of the dorsolateral prefrontal cortex. This finding is consistent with other reports in preterm children in whom executive function has been found to be compromised, and both these aspects of behavior are likely to share similar areas of cortical control.
“…51 The absence of notable saccade deficits in the preterm children in this study may be because the lesions that occur very early in life are compensated for by neural plasticity and development. In addition, severe lesions in preterm children are likely to be associated with cognitive deficits and reduced IQ, 52 which were excluded from the cohort that we examined and may also explain the absence of manifest strabismus found in the preterm group.…”
Despite the increased risk of cerebral lesions, the control of saccades and pursuit was largely normal in the preterm children, suggesting that pathways at the level of the brain stem were principally intact. However, the preterm children had difficulties with the voluntary control of saccades, particularly in the area of inhibition, which may be indicative of a deficit in the region of the dorsolateral prefrontal cortex. This finding is consistent with other reports in preterm children in whom executive function has been found to be compromised, and both these aspects of behavior are likely to share similar areas of cortical control.
“…In the EPT‐H3 study, 43 of 56 children were tested on the WISC III, with a median age of 10 years (range, 8–11 years) (13). Thirteen children (30%) performed below average (IQ < 80) on the Full Scale IQ and 14% of the children had exceptionally low intelligence function (IQ < 70).…”
Section: Follow‐up Methodsmentioning
confidence: 99%
“…According to the EPT‐H2 study in which the Teacher’s Report Form (TRF) was utilized, 38% of EPT children and 12% of controls performed below grade level (10). A majority of the parents (58%) in the EPT‐H3 study described their children as having or having had reading problems, spelling problems or both, to various degrees (13). Fifty‐three per cent of the children received extra support from the class teacher or a special teacher.…”
Section: Follow‐up Methodsmentioning
confidence: 99%
“…In this review, only those studies with follow‐up ages of 3–20 years were included. The Swedish follow‐up studies concern seven populations: four populations are hospital based, two of which are mixed hospital and population based, including 20–210 children (9–14); one population is regional and comprises 86 children (15–20); and two populations are national and comprise 370 and 86 children, respectively (21–24). The latter population is a subpopulation of the national study of ELBW children, which concerns EPT children born at 23–25 weeks of gestation, thus representing children born just within the limits of viability.…”
The time has come to implement evident data from these Swedish follow-up studies into clinical practice and to perform regular and specific follow-up examinations during childhood for all VLBW and EPT children. These assessments, specially designed for high-risk infants, should consider the potential outcomes for neurological, visual, auditory function and cognitive function as well as behaviour and growth, from birth to school-start.
“…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.…”
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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