Mental Health and Social Competencies of 10- to 12-Year-Old Children Born at 23 to 25 Weeks of Gestation in the 1990s: A Swedish National Prospective Follow-up Study

Farooqi, Aijaz; Hägglöf, Bruno; Sedin, Gunnar; Gothefors, Leif; Serenius, Fredrik

doi:10.1542/peds.2006-2988

Cited by 124 publications

(144 citation statements)

References 75 publications

Supporting

Mentioning

132

Contrasting

Unclassified

Order By: Relevance

“…Follow-up studies have shown that these children are often confronted with developmental problems and psychiatric diagnoses in late childhood and early adolescence (2)(3)(4)(5)(6)(7)(8)(9). Studies also suggest a link between extreme prematurity and autism spectrum disorder (ASD), characterised by persistent deficits in social communication and social interaction, and restrictive and repetitive patterns of behaviours, interests or activities (10).…”

Section: Introductionmentioning

confidence: 99%

Extremely Preterm Born Children at Very High Risk for Developing Autism Spectrum Disorder

Verhaeghe

Dereu

Warreyn

et al. 2015

Child Psychiatry Hum Dev

View full text Add to dashboard Cite

This study aimed to provide a more comprehensive picture of the prevalence of autism spectrum disorder (ASD) in a geographic cohort of extremely preterm born adolescents by using established diagnostic instruments in addition to screening instruments. 53 participants passed a screening procedure with two screening instruments and a diagnostic evaluation with a semistructured assessment and a parent interview. 28% of the adolescents had a community based clinical diagnosis of ASD. When research diagnoses were also taken into account, this rate increased to 40%. Intellectual disability, language impairment and behavioural difficulties are characteristic for these children with ASD. This study is to our knowledge the first to use ASDspecific diagnostic instruments to confirm ASD diagnoses in extremely preterm born children in early adolescence. The study expands findings of previous research and raises the need for follow-up into late childhood and early adolescence.

show abstract

Section: Introductionmentioning

confidence: 99%

Extremely Preterm Born Children at Very High Risk for Developing Autism Spectrum Disorder

Verhaeghe

Dereu

Warreyn

et al. 2015

Child Psychiatry Hum Dev

View full text Add to dashboard Cite

show abstract

“…3 In case of missing data, authors were contacted. 5,28,32,[36][37][38] Some authors were not able to provide missing data 5,28 or could not be reached. 39 These studies, therefore, were not included in the meta-analysis.…”

Section: Behavioral Problemsmentioning

confidence: 99%

Meta-Analysis of Neurobehavioral Outcomes in Very Preterm and/or Very Low Birth Weight Children

et al. 2009

View full text Add to dashboard Cite

Birth Weight Children Meta-Analysis of Neurobehavioral Outcomes in Very Preterm and/or Very Lowhttp://www.pediatrics.org/cgi/content/full/124/2/717 located on the World Wide Web at:The online version of this article, along with updated information and services, is Meta-Analysis of Neurobehavioral Outcomes in Very Preterm and/or Very Low Birth Weight Children abstract OBJECTIVE: Sequelae of academic underachievement, behavioral problems, and poor executive function (EF) have been extensively reported for very preterm (Յ33 weeks' gestation) and/or very low birth weight (VLBW) (Յ1500 g) children. Great variability in the published results, however, hinders the field in studying underlying dysfunctions and developing intervention strategies. We conducted a quantitative meta-analysis of studies published between 1998 and 2008 on academic achievement, behavioral functioning, and EF with the aim of providing aggregated measures of effect size for these outcome domains.METHODS: Suitable for inclusion were 14 studies on academic achievement, 9 studies on behavioral problems, and 12 studies on EF, which compared a total of 4125 very preterm and/or VLBW children with 3197 term-born controls. Combined effect sizes for the 3 outcome domains were calculated in terms of Cohen's d. Q-test statistics were performed to test homogeneity among the obtained effect sizes. Pearson's correlation coefficients were calculated to examine the impact of mean birth weight and mean gestational age, as well as the influence of mean age at assessment on the effect sizes for academic achievement, behavioral problems, and EF. RESULTS:Combined effect sizes show that very preterm and/or VLBW children score 0.60 SD lower on mathematics tests, 0.48 SD on reading tests, and 0.76 SD on spelling tests than term-born peers. Of all behavioral problems stacked, attention problems were most pronounced in very preterm and/or VLBW children, with teacher and parent ratings being 0.43 to 0.59 SD higher than for controls, respectively. Combined effect sizes for parent and teacher ratings of internalizing behavior problems were small (Ͻ0.28) and for externalizing behavior problems negligible (Ͻ0.09) and not significant. Combined effect sizes for EF revealed a decrement of 0.57 SD for verbal fluency, 0.36 SD for working memory, and 0.49 SD for cognitive flexibility in comparison to controls. Mean age at assessment was not correlated with the strength of the effect sizes. Mathematics and reading performance, parent ratings of internalizing problems, teacher ratings of externalizing behavior, and attention problems, showed strong and positive correlations with mean birth weight and mean gestational age (all r values Ͼ 0.51). CONCLUSIONS:Very preterm and/or VLBW children have moderate-toseveredeficitsinacademicachievement,attentionproblems,andinternalizing behavioral problems and poor EF, which are adverse outcomes that were strongly correlated to their immaturity at birth. During transition to young adulthood these children continue to lag behind term-born peers.

show abstract

“…These deficits contribute additional morbidity in this population, with differences between EP/ELBW and term children remaining significant after adjustment for IQ (Aarnoudse-Moens, Smidts, et al, 2009;Anderson & Doyle, 2004;Marlow et al, 2007;Taylor, Klein, Minich, et al, 2000). Behavioral and psychiatric morbidity, particularly attention deficit hyperactivity disorder (ADHD) symptoms and social and emotional problems, are also common in EP/ELBW survivors (Bhutta et al, 2002;Farooqi, Hagglof, Sedin, Gothefors, & Serenius, 2007;Hack et al, 2009;Hille et al, 2001;Johnson et al, 2010;. It is thus not surprising that EP birth has an adverse effect on later educational attainment.…”

mentioning

confidence: 99%

Educational Outcomes in Extremely Preterm Children: Neuropsychological Correlates and Predictors of Attainment

Johnson

Wolke

Hennessy

et al. 2011

Developmental Neuropsychology

208

184

View full text Add to dashboard Cite

Mental Health and Social Competencies of 10- to 12-Year-Old Children Born at 23 to 25 Weeks of Gestation in the 1990s: A Swedish National Prospective Follow-up Study

Abstract: Despite favorable outcomes for many children born at the limit of viability, these children are at risk for mental health problems, with poorer school results.

Cited by 124 publications

References 75 publications

Extremely Preterm Born Children at Very High Risk for Developing Autism Spectrum Disorder

Extremely Preterm Born Children at Very High Risk for Developing Autism Spectrum Disorder

Meta-Analysis of Neurobehavioral Outcomes in Very Preterm and/or Very Low Birth Weight Children

Educational Outcomes in Extremely Preterm Children: Neuropsychological Correlates and Predictors of Attainment

Contact Info

Product

Resources

About