Preterm neurodevelopmental outcomes following orosensory entrainment intervention

Loeb, Diane Frome; Imgrund, Caitlin M.; Lee, Jae‐Hoon; Barlow, Steven M.

doi:10.1016/j.jnn.2017.11.001

Cited by 4 publications

(4 citation statements)

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“…The children in the PT group were recruited from an existing database of 92 children who were participants in a study of neurodevelopmental outcomes following patterned orocutaneous stimulation while the children were hospitalized in the NICU (Loeb, Imgrund, Lee, & Barlow, 2018). Inclusionary criteria for this study were birth GA before 36 weeks as determined by obstetric ultrasound and clinical examination, tube feedings while in the NICU, head circumference within the 10th-90th percentile of mean for post menstrual age (PMA), neurological examination showing no anomalies, response to light and sound, spontaneous movements of all extremities, and stable vital signs.…”

Section: Participantsmentioning

confidence: 99%

Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment

Imgrund

Loeb

Barlow

2019

J Speech Lang Hear Res

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Purpose Preschoolers born preterm are at an increased risk for the development of language impairments. The primary objective of this study was to document the expressive language skills of preschoolers born preterm through 2 assessment procedures, language sample analysis, and standardized assessment. A secondary objective was to investigate the role of nonlinguistic factors in standardized assessment scores. Method The language skills of 29 children born preterm (mean gestational age of 31 weeks) were compared to a group of 29 preschoolers born full term. Language samples were collected during free play and objective measures of semantic and grammatical skills were calculated. Likewise, grammatical and semantic measures of language were obtained from a standardized assessment. Information on nonlinguistic factors, including attention, hyperactivity, and nonverbal intelligence quotient, was also collected. Results The results of analyses of variance indicated that the children in the PT group had significantly poorer performance than the children born full term on all of the measures of language skill obtained from the language sample analysis. Group differences were found for only 1 measure of language skill obtained from the standardized assessments. Nonverbal factors were not found to account for group differences in assessment scores. Conclusions Generally, the children born preterm performed more poorly when language skill was measured via language sample analysis than standardized assessment. These findings underscore the importance of using language sample analysis in conjunction with standardized assessment in the evaluation of children's developing language skills.

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Section: Participantsmentioning

confidence: 99%

Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment

Imgrund

Loeb

Barlow

2019

J Speech Lang Hear Res

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“…This is a follow-up study, which originally included 223 infants who initially participated in a randomized blind trial of the NTrainer (Loeb et al, 2018). The University of Kansas Institutional Review Board approved the procedures for the follow-up research presented in this study.…”

Section: Methodsmentioning

confidence: 99%

Language, Motor, and Cognitive Outcomes of Toddlers Who Were Born Preterm

Loeb

Imgrund

Lee

et al. 2020

Am J Speech Lang Pathol

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Purpose The purpose of this study was to examine the language, motor, and cognitive abilities of children born preterm in four categories: (a) healthy preterm infants, (b) infants of diabetic mothers, (c) infants with respiratory distress syndrome, and (d) infants with chronic lung disease when the children were 30 months, uncorrected age. Comorbidity of language, motor, and cognitive skills was examined, along with predictor variables. Method A total of 148 children who were born preterm participated and were assessed using bivariate tests and logistic regression on standardized assessment scores. Results Controlling for the children's gestational age (GA), overall language ability was significantly lower in the infants of diabetic mothers group compared to the healthy preterm infant group, and expressive language skills were significantly lower for the chronic lung disease group than the respiratory distress syndrome group. The children with language delays on at least one measure were significantly more likely to have cognitive, motor, or both delays. Lower maternal education was a significant predictor for language and cognitive delays, and younger GA was a significant predictor for language, motor, and cognitive delays. Conclusion Assessment of the preterm infant from a biosystems approach allows the speech-language pathologist to take into consideration maternal education, diagnosis at preterm birth, and GA, which were found to impact the language, motor, and cognitive outcomes of children born preterm. Our findings further reinforce the concept of the whole child in that children born preterm who display language delays should be screened for co-occurring motor and/or cognitive delays.

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“…The logic behind the device is to stimulate the nerves involved in NNS and, thus, the CPG, in order to form a functional, effective NNS pathway using the principle “neurons that fire together, will wire together.” This therapy is effective in increasing the rates of NNS bursts, cycles, cycles per burst resulting in more daily oral feeds ( 110 , 111 ). With the NTrainer, preterm infants showed an accelerated time to oral feed and time to discharge when it was used for 20 minutes up to four times per day until full oral feeding ( 112 ); however, in longer term follow up, NTrainer therapy did not result in improvement in cognition, language or motor skills ( 113 ). While NNS does accelerate the development of preterm infants while in the NICU, it does not appear to have any long term lasting effects on further brain development.…”

Section: Therapiesmentioning

confidence: 99%

Abnormal Nutritive Sucking as an Indicator of Neonatal Brain Injury

et al. 2021

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A term neonate is born with the ability to suck; this neuronal network is already formed and functional by 28 weeks gestational age and continues to evolve into adulthood. Because of the necessity of acquiring nutrition, the complexity of the neuronal network needed to suck, and neuroplasticity in infancy, the skill of sucking has the unique ability to give insight into areas of the brain that may be damaged either during or before birth. Interpretation of the behaviors during sucking shows promise in guiding therapies and how to potentially repair the damage early in life, when neuroplasticity is high. Sucking requires coordinated suck-swallow-breathe actions and is classified into two basic types, nutritive and non-nutritive. Each type of suck has particular characteristics that can be measured and used to learn about the infant's neuronal circuitry. Basic sucking and swallowing are present in embryos and further develop to incorporate breathing ex utero. Due to the rhythmic nature of the suck-swallow-breathe process, these motor functions are controlled by central pattern generators. The coordination of swallowing, breathing, and sucking is an enormously complex sensorimotor process. Because of this complexity, brain injury before birth can have an effect on these sucking patterns. Clinical assessments allow evaluators to score the oral-motor pattern, however, they remain ultimately subjective. Thus, clinicians are in need of objective measures to identify the specific area of deficit in the sucking pattern of each infant to tailor therapies to their specific needs. Therapeutic approaches involve pacifiers, cheek/chin support, tactile, oral kinesthetic, auditory, vestibular, and/or visual sensorimotor inputs. These therapies are performed to train the infant to suck appropriately using these subjective assessments along with the experience of the therapist (usually a speech therapist), but newer, more objective measures are coming along. Recent studies have correlated pathological sucking patterns with neuroimaging data to get a map of the affected brain regions to better inform therapies. The purpose of this review is to provide a broad scope synopsis of the research field of infant nutritive and non-nutritive feeding, their underlying neurophysiology, and relationship of abnormal activity with brain injury in preterm and term infants.

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Preterm neurodevelopmental outcomes following orosensory entrainment intervention

Cited by 4 publications

References 37 publications

Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment

Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment

Language, Motor, and Cognitive Outcomes of Toddlers Who Were Born Preterm

Abnormal Nutritive Sucking as an Indicator of Neonatal Brain Injury

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