Perceptual-motor, visual and cognitive ability in very low birthweight preschool children without neonatal ultrasound abnormalities

Torrioli, Maria Giulia; Frisone, Maria Flavia; Bonvini, Lucilla; Luciano, Rita Paola Maria; Pasca, Maria Grazia; Lepori, Roberta; Tortorolo, Giuseppe Gio Batta; Guzzetta, Andrea

doi:10.1016/s0387-7604(00)00098-x

Cited by 56 publications

(49 citation statements)

References 16 publications

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“…The AIMS scores for the comparison group (Xϭ13.6, SDϭ3.5) and the full-term group (Xϭ14.9, SDϭ2.2) were not different from the AIMS scores of the preterm group (Xϭ10.9, SDϭ4.6) (Pϭ. 15 and Pϭ.2, respectively) for the first visit.…”

Section: Methodsmentioning

confidence: 80%

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The Performance of Infants Born Preterm and Full-term in the Mobile Paradigm: Learning and Memory

et al. 2004

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Background and Purpose. By 3 to 4 months of age, infants born full-term and without known disease display associative learning and memory abilities in the mobile paradigm, where an infant's leg is tethered to a mobile such that leg kicks result in proportional mobile movement. The first purpose of this study was to examine the learning and memory abilities of a group of infants born full-term compared with those of a comparison group. Little is known about the learning and memory abilities in infants born preterm, a group at known risk for future impairments in learning and movement. The second purpose of this study was to determine if and when an age-adjusted group of infants born prematurely display associative learning and memory abilities over a 6-week period. Subjects. Ten infants born full-term (38 -42 weeks gestational age [GA]) and 10 infants born preterm (Ͻ33 weeks GA and Ͻ2,500 g) who were tethered and had control over the mobile movement were independently compared with a comparison group of 10 infants born full-term who were tethered and viewed a moving mobile but did not have control over the mobile movement. Infants in all 3 groups were seen at 3 to 4 months of age and were excluded from participation for any known visual or orthopedic diagnoses. Methods. Infants were tested using the mobile conjugate reinforcement paradigm, where one leg is tethered to an overhead mobile such that kicking with that leg results in proportional mobile movement. The kicking rates of the full-term group and the preterm group were compared with their own initial (baseline) kicking rates and with those of the comparison group. Results. After exposure to the conjugate relationship between kicking and mobile movement, the full-term group kicked more frequently compared with their own baseline levels and compared with the comparison group, fulfilling both criteria for learning and memory. In contrast, the preterm group did not increase their kicking rate according to both criteria. Discussion and Conclusion. These results suggest that infants born prematurely differ in their performance in the mobile paradigm as compared with age-matched infants born full-term. The mobile paradigm may provide clinicians with an important early assessment of infants' associative learning and memory abilities. Follow-up studies are needed, however, to further validate this paradigm as a clinical assessment tool. [Heathcock JC, Bhat AN, Lobo MA, Galloway JC. The performance of infants born preterm and full-term in the mobile paradigm: learning and memory. Phys Ther. 2004;84:808 -821.]

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Section: Methodsmentioning

confidence: 80%

“…The relationship between learning and sensorimotor abilities, however, is complex. 15,16 For example, children with learning disabilities may or may not also display developmental coordination disorders. 17 Children with autism also display a wide range of intelligence and sensory differences, and deficits in each area are not always equal in severity.…”

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confidence: 99%

The Performance of Infants Born Preterm and Full-term in the Mobile Paradigm: Learning and Memory

et al. 2004

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“…Such effects are expected when premature birth results in major neurological impairment. However, a growing body of evidence reveals that, when other risk factors are controlled, a number of those children who are considered neurologically normal during infancy score significantly lower than their full term (FT) peers on developmental batteries assessing motor, sensory, and cognitive functions (Anderson & Doyle, 2003;Bhutta, Cleves, Casey, Cradock, & Anand, 2002;Hall, McLeod, Counsell, Thomson, & Mutch, 1995;Torrioli et al, 2000;Wolke & Meyer, 1999). Cognitive difficulties as well as clumsiness, visuo-motor, and visuo-spatial problems are often reported (Bracewell & Marlow, 2002;Hall et al, 1995;Herrgard, Luoma, Tuppurainen, Karjalainen, & Martikainen, 1993;Jongmans, Mercuri, de Vries, Dubowitz, & Henderson, 1997;Marlow, Wolke, Bracewell, & Samara, 2005;Wood, Marlow, Costeloe, Gibson, & Wilkinson, 2000).…”

Section: Introductionmentioning

confidence: 99%

Assessment of motor control using kinematics analysis in preschool children born very preterm

Sagnol

Debillon

Debû

2007

Developmental Psychobiology

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The aim of this study was to better understand the mechanisms underlying the motor difficulties encountered by children born very preterm (VPT) without major sequelae from preterm birth. We compared the organization of visuo-manual aiming in preterm and full term (FT) preschool aged children based on performance and kinematics data. Twenty preterm (4 females, 16 males) and 20 sex- and age-matched FT children were divided into two age groups (mean age: 3 years-4 months, and 5 years). Comparison of the performance data showed differences between the older preterm and FT children. Kinematics data revealed differences in movement control between the younger preterm and FT children. The younger FT children did not differ from the older children. In addition, there was an effect of age on both performance and kinematics data for the preterm children only. The pattern of results suggests difficulties in integrating sensory information for movement control in the preterm groups, leading to a delay in the development of visuo-manual coordination. Kinematics analyses may help identify children at risk for poor school performance.

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“…In follow-up, former preterm infants frequently show perceptual, motor, cognitive, and behavioral disabilities, even in the absence of cranial ultrasound abnormalities [2] . Some investigators have suggested that these defi cits refl ect a functional adaptation to infl uences secondary to preterm birth resulting from excessive sensory stimulation in the extrauterine environment [3][4][5] .…”

Section: Introductionmentioning

confidence: 99%

Intra- and Extrauterine Maturation of Amplitude-Integrated Electroencephalographic Activity in Preterm Infants Younger than 30 Weeks of Gestation

et al. 2006

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Objective: To prospectively investigate the longitudinal changes of amplitude-integrated electroencephalographic (aEEG) activity in preterm infants <30 weeks gestational age (GA). Methods: Infants (GA <30 weeks) without evidence of neurological abnormalities had weekly aEEG recordings performed. The relative duration of the three aEEG patterns (discontinuous low voltage, discontinuous high voltage and continuous) was determined and the influence of GA and postnatal age (PNA) on the occurrence of each pattern was assessed. Results: Ninety-eight infants (median GA 26 weeks; range 23–29 weeks) were studied. With higher GA (OR 1.68, 95% CI 1.33–2.13) and PNA (OR 1.91, 95% CI 1.53–2.38), the likelihood for the occurrence of continuous activity increased. The discontinuous low-voltage pattern was less likely to occur with increasing GA (OR 0.68, 95% CI 0.55–0.83) and PNA (OR 0.70, 95% CI 0.61–0.81). Conclusion: Maturation of aEEG activity in preterm infants is influenced by both GA and PNA.

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Perceptual-motor, visual and cognitive ability in very low birthweight preschool children without neonatal ultrasound abnormalities

Cited by 56 publications

References 16 publications

The Performance of Infants Born Preterm and Full-term in the Mobile Paradigm: Learning and Memory

The Performance of Infants Born Preterm and Full-term in the Mobile Paradigm: Learning and Memory

Assessment of motor control using kinematics analysis in preschool children born very preterm

Intra- and Extrauterine Maturation of Amplitude-Integrated Electroencephalographic Activity in Preterm Infants Younger than 30 Weeks of Gestation

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