Neurobehavioural functioning in neonatal intensive care unit graduates in late childhood and early adolescence

Curtis, W. John; Lindeke, Linda L.; Georgieff, Michael; Nelson, Charles A.

doi:10.1093/brain/awf159

Cited by 92 publications

(100 citation statements)

References 64 publications

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“…Many previous studies of EF in very preterm children have lacked neuroimaging data, relying instead on cranial ultrasound or clinical risk factors correlated with brain injury to infer possible linkages between cerebral injury and EF (Curtis et al, 2002;. In our cohort of very preterm infants we demonstrated a relationship between MRI-defined WM abnormalities at term age and later working memory impairment at age 2 years (Woodward et al, 2005).…”

Section: Introductionmentioning

confidence: 62%

Executive functioning in preschool children born very preterm: Relationship with early white matter pathology

Edgin

Inder

Anderson

et al. 2007

J Int Neuropsychol Soc

121

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Despite evidence for executive dysfunction in school-aged preterm children, less is known about the early development of these difficulties or their underlying neuropathology. This study used prospective longitudinal data from a regional cohort of 88 very preterm and 98 full-term comparison children to examine the executive functioning (EF) of preschool children born very preterm. The relationship between the severity of neonatal cerebral white matter (WM) abnormalities on magnetic resonance imaging (MRI) at term equivalent and children's EF at ages two and four years (corrected age) was examined. At age four, very preterm children with WM abnormalities performed less well than full-term children on the Detour Reaching Box, a measure of behavioral inhibition and cognitive flexibility, even after controlling for child IQ, SES, and medical background. Examination of patterns of EF performance between the ages of 2 and 4 years showed that the performance of all groups improved with age. However, very preterm children with mild and moderate-severe WM abnormalities were characterized by higher rates of consistent performance impairments. These findings support the presence of early and persistent executive difficulties in preschool children born very preterm, and highlight the importance of white matter pathology in the development of executive impairments. (JINS, 2008, 14, 90-101.)

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Section: Introductionmentioning

confidence: 62%

Executive functioning in preschool children born very preterm: Relationship with early white matter pathology

Edgin

Inder

Anderson

et al. 2007

J Int Neuropsychol Soc

121

View full text Add to dashboard Cite

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“…6 Some studies have found evidence in support for the idea that the gap between very preterm and/or VLBW children and term-born peers becomes smaller with increasing age. 50,71 Others have compared outcomes at school age and in young adulthood and have suggested that very preterm and/or VLBW teenagers and young adults continue to lag behind term-born peers in terms of cognitive and academic achievement. 25,29 Our results show that the strength of the studies' effect sizes was not significantly related to age at assessment, which suggests that the disadvantage in academic achievement, behavioral sequelae, and neurocognitive function, at least for the age range studied (5.0 -22.3 years), remains stable during development and persists into young adulthood.…”

Section: Bw and Gamentioning

confidence: 99%

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

et al. 2009

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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.

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“…The CANTAB is a computerized, touch-screen system that is frequently used in child psychopharmacologic studies because of its extensive validation, availability in parallel forms for repeat testing, and sensitivity to pharmacologic manipulation (32)(33)(34).…”

Section: Learning and Memorymentioning

confidence: 99%

Randomized, double-blind, placebo-controlled clinical trial of choline supplementation in school-aged children with fetal alcohol spectrum disorders

Nguyen

Risbud

Mattson

et al. 2016

The American Journal of Clinical Nutrition

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Background: Prenatal alcohol exposure results in a broad range of cognitive and behavioral impairments. Because of the long-lasting problems that are associated with fetal alcohol spectrum disorders (FASDs), the development of effective treatment programs is critical. Preclinical animal studies have shown that choline, which is an essential nutrient, can attenuate the severity of alcohol-related cognitive impairments. Objective: We aimed to translate preclinical findings to a clinical population to investigate whether choline supplementation can ameliorate the severity of memory, executive function, and attention deficits in children with FASDs. Design: In the current study, which was a randomized, doubleblind, placebo-controlled clinical trial, we explored the effectiveness of a choline intervention for children with FASDs who were aged 5-10 y. Fifty-five children with confirmed histories of heavy prenatal alcohol exposure were randomly assigned to either the choline (n = 29) or placebo (n = 26) treatment arms. Participants in the choline group received 625 mg choline/d for 6 wk, whereas subjects in the placebo group received an equivalent dose of an inactive placebo treatment. Primary outcomes, including the performance on neuropsychological measures of memory, executive function, and attention and hyperactivity, were assessed at baseline and postintervention. Results: Compared with the placebo group, participants in the choline group did not differentially improve in cognitive performance in any domain. Treatment compliance and mean dietary choline intake were not predictive of treatment outcomes. Conclusions: Findings of the current study do not support that choline, administered at a dose of 625 mg/d for 6 wk, is an effective intervention for school-aged (5-10 y old) children with FASDs. This research provides important information about choline's therapeutic window. Combined with other studies of choline and nutritional interventions in this population, this study emphasizes a further need for the continued study of the role of nutritional status and supplementation in children with FASDs and the contributions of nutrition to neurocognition. This trial was registered at clinicaltrials.gov as NCT01911299.Am J Clin Nutr 2016;104:1683-92.

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Neurobehavioural functioning in neonatal intensive care unit graduates in late childhood and early adolescence

Cited by 92 publications

References 64 publications

Executive functioning in preschool children born very preterm: Relationship with early white matter pathology

Executive functioning in preschool children born very preterm: Relationship with early white matter pathology

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

Randomized, double-blind, placebo-controlled clinical trial of choline supplementation in school-aged children with fetal alcohol spectrum disorders

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