Prevalence and Associated Factors of Minor Neuromotor Dysfunctions at Age 5 Years in Prematurely Born Children

Arnaud, Catherine; Daubisse‐Marliac, Laetitia; White-Koning, Mélanie; Pierrat, Véronique; Larroque, Béatrice; Grandjean, Hélène; Alberge, C.; Marret, Stéphane; Burguet, A.; Ancel, Pierre‐Yves; Supernant, Karine; Kaminski, Monique

doi:10.1001/archpedi.161.11.1053

Cited by 95 publications

(102 citation statements)

References 62 publications

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“…Dos 38 artigos,35 foram publicados no idioma inglês e três em português [53][54][55] . Vinte e um estudos avaliaram as crianças nascidas pré-termo na fase pré-escolar [18][19][20][21][26][27][28][29][31][32][33]36,41,42,[44][45][46]48,51,55 , e 17 artigos, na fase escolar [23][24][25]30,34,35,[37][38][39][40]43 Os indicadores de desenvolvimento avaliados nos estudos foram classificados, na presente revisão, em globais e específicos. O indicador global refere-se à avaliação em conjunto de mais de uma área do desenvolvimento, resultando, por conseguinte, em uma abordagem mais abrangente do desenvolvimento infantil.…”

Section: Métodounclassified

“…Observa-se na Tabela 1 que, no total dos 38 estudos, o indicador de desenvolvimento mais prevalente foi a cognição [18][19][20][21][22]27,30,[33][34][35][36][37][38][39]43,46,47,49,[51][52][53] , seguido do desenvolvimento motor 19,20,[22][23][24][25][26][27][28][31][32][33]35,37,39,40,42,45,54 e do desenvolvimento neurossensorial 20,23,24,27,28,31,32,46,47,51,52,…”

Section: Características Dos Estudosunclassified

“…O indicador de desenvolvimento mais prevalente entre os estudos na fase pré-escolar foi o desenvolvimento motor 19,20,22,[25][26][27][28][31][32][33]42,45 , enquanto na fase escolar foi a cognição 30,34,35,[37][38][39]43,47,49,52,53 .…”

Section: Características Dos Estudosunclassified

“…A avaliação do desenvolvimento neurossensorial ou neurológico foi realizada em 13 artigos e consistia no exame neurológico por observação clínica de profissionais especializados 23,24,31,32,36,46,47,51,55 ou na aplicação de instrumento padronizado 20,28,32,33 . O indicador de desenvolvimento neurológico resultava da avaliação do estado mental, motricidade, sensibilidade, coordenação, marcha e equilíbrio 20,21,24,28,31,32,33,36,46,47,51 .…”

Section: Desenvolvimento Neurossensorial Ou Neurológicounclassified

“…O indicador de desenvolvimento neurológico resultava da avaliação do estado mental, motricidade, sensibilidade, coordenação, marcha e equilíbrio 20,21,24,28,31,32,33,36,46,47,51 .…”

Section: Desenvolvimento Neurossensorial Ou Neurológicounclassified

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Developmental outcomes and quality of life in children born preterm at preschool- and school-age

Vieira¹,

Linhares²

2011

J Pediatr (Rio J)

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Objective: To review literature published in the last 5 years on the effects of premature birth on the development and quality of life of preschool-and school-age children.Source: Systematic review of empirical studies published in the last 5 years and indexed on PubMed, MEDLINE, LILACS, SciELO and PsycINFO. Keywords were chosen that relate prematurity to developmental and quality of life outcomes. Summary of the findings:In the studies chosen, four global indicators of development were identified (neurological, neurodevelopment, executive functions and quality of life), in addition to seven specific indicators of development (cognition, motor function, behavior, language, academic performance, attention and memory). The most prevalent indicators were cognition and motor function. Premature children had worse performance in all developmental indicators than children born full term. Additionally, the younger the gestational age, the worse the performance in developmental indicator assessments. The studies identified both risk factors (lower birth weight, intraventricular hemorrhage and low maternal educational level) and protective factors (larger head circumference, breastfeeding and higher family income) for development of children born preterm. Conclusion ResumoObjetivo: Revisar a literatura publicada nos últimos 5 anos sobre o efeito do nascimento prematuro no desenvolvimento e qualidade de vida de crianças nas fases pré-escolar e escolar. Fonte dos dados:Revisão sistemática de estudos empíricos dos últimos 5 anos indexados nas bases de dados PubMed, MEDLINE, LILACS, SciELO e PsycINFO. Utilizaram-se palavras-chave que associaram a prematuridade aos desfechos de desenvolvimento e qualidade de vida. Síntese dos dados:Nos estudos, foram identificados quatro indicadores globais do desenvolvimento (neurológico, neurodesenvolvimento, funções executivas e qualidade de vida) e sete indicadores específicos do desenvolvimento (cognição, motor, comportamento, linguagem, desempenho escolar, atenção e memória). Os indicadores mais prevalentes foram cognição e motor. Os prematuros apresentaram pior desempenho em todos os indicadores de desenvolvimento quando comparados às crianças nascidas a termo. Além disso, quanto menor a idade gestacional, pior o desempenho nas avaliações dos indicadores de desenvolvimento. Verificou-se a presença de fatores de risco (menor peso ao nascer, hemorragia intraventricular e baixo nível educacional da mãe) e fatores de proteção (maior perímetro cefálico, aleitamento materno e maior renda familiar) do desenvolvimento de crianças nascidas pré-termo. Conclusão:Crianças nascidas com prematuridade extrema (≤ 30 semanas de idade gestacional) são vulneráveis para apresentar problemas no desenvolvimento e na qualidade de vida.J Pediatr (Rio J). 2011;87(4):281-291: Desenvolvimento infantil, qualidade de vida, prematuro.

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Section: Métodounclassified

Section: Características Dos Estudosunclassified

Section: Desenvolvimento Neurossensorial Ou Neurológicounclassified

“…O indicador de desenvolvimento neurológico resultava da avaliação do estado mental, motricidade, sensibilidade, coordenação, marcha e equilíbrio 20,21,24,28,31,32,33,36,46,47,51 .…”

Section: Desenvolvimento Neurossensorial Ou Neurológicounclassified

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Developmental outcomes and quality of life in children born preterm at preschool- and school-age

Vieira¹,

Linhares²

2011

J Pediatr (Rio J)

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Kindergarten readiness after prematurity: Integrating health, development, and behavioral functioning to optimize educational outcomes of vulnerable children

Bauer

Msall

2010

Dev Disabil Res Revs

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In the past 20 years, many advances (e.g., maternal steroids and surfactant) have changed the course of neonatal medicine. As a result, extremely preterm infants survive medical complications that were previously fatal. Once they are discharged from the neonatal intensive care unit, preterm infants may continue to experience a spectrum of medical and developmental challenges, and their families are faced with the potentially daunting task of nurturing a vulnerable child. Families may be referred to multiple systems of care, including primary care physicians, pediatric subspecialists, and early intervention services. The ultimate goal for preterm infants is to optimize their motor, communicative, social-emotional, and adaptive development as well as to promote their learning at home, at school, and in the community. As children transition to school, key indicators of their functional status include the amount of developmental, educational, habilitative, and behavioral supports they require to participate in learning activities with their peers. Success may be measured by whether preterm infants are ready for large-group learning with peers and the extent of supports required to make this important transition. The purpose of this review is to describe what is known about certain indicators of school readiness in preterm infants, including neurodevelopmental impairments, social-emotional skills, and social factors. We conclude with guidelines for using this transition as an important indicator of developmental trajectories that may help us to better understand risk and resilience in this vulnerable population of children.

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Le portage peau à peau

Pierrat

Zaoui-Grattepanche

2014

Soins De Développement en Période Néonatale

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Prevalence and Associated Factors of Minor Neuromotor Dysfunctions at Age 5 Years in Prematurely Born Children

Abstract: The high rate of MNDs and their association with an increased risk for learning difficulties justify their screening in case of (even moderate) prematurity.

Cited by 95 publications

References 62 publications

Developmental outcomes and quality of life in children born preterm at preschool- and school-age

Developmental outcomes and quality of life in children born preterm at preschool- and school-age

Kindergarten readiness after prematurity: Integrating health, development, and behavioral functioning to optimize educational outcomes of vulnerable children

Le portage peau à peau

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