Prospective association of air purifier use during pregnancy with the neurodevelopment of toddlers in the Japan Environment and Children’s Study

Abstract

We examined the association between maternal air purifier use during pregnancy and neurodevelopmental delay in toddlers by analysing data from 82,457 mother-toddler pairs. Air purifier use was measured using a simple yes/no question. Developmental delays at 1.5, 2.0, 2.5, and 3.0 years were assessed using the Ages and Stages Questionnaire, Third Edition. Generalized additive mixed model analysis with 21 covariates revealed that air purifier use was associated with lower prevalence of developmental delay in all five areas—communication, gross motor, fine motor, problem solving, and personal-social—at all four time points (adjusted risk ratios ranged from 0.827 to 0.927, and only one 95% confidence interval crossed the reference). These findings suggest a negative association between air purifier use during pregnancy and neurodevelopmental delay in toddlers.Trial registration: UMIN000030786 (15/01/2018).

Maternal dietary intake of fish and child neurodevelopment at 3 years: a nationwide birth cohort—The Japan Environment and Children's Study

“…The quantitative use of the Ages and Stages Questionnaires ® , Third Edition (ASQ-3), a parent-completed method for screening children at risk of developmental delay in children between the ages of 1 month and 5 years, has been validated in epidemiological studies ( 19 ). The Japanese version of the ASQ-3 has also been validated ( 20 ) and has been used in several studies ( 21 , 22 ). The ASQ-3 assesses the following 5 developmental domains: (a) communication: items related to language skills, such as babbling, vocalizing, listening, and understanding, including being able to answer to their own name and give simple directions using words; (b) gross motor: items related to arm, body, and leg movements during movement and play, such as being able to kick a ball and jump; (c) fine motor: items measuring hand and finger movements, such as the ability to use scissors to cut paper and to use pencils and crayons appropriately; (d) problem-solving: items related to problem-solving skills, learning, and playing with toys, such as reciting numbers and being able to arrange blocks in the same way as demonstrated; and (e) personal-social: items related to self-help skills, solitary social play, and play with toys and others, such as being able to dress oneself and keep order.…”