Provider Use of Corrected Age During Health Supervision Visits for Premature Infants

D’Agostino, Jo Ann; Gerdes, Marsha; Hoffman, Casey; Manning, Mary Lou; Phalen, Ann Gibbons; Bernbaum, Judy

doi:10.1016/j.pedhc.2011.09.001

Cited by 26 publications

(27 citation statements)

References 21 publications

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“…A idade mínima das genitoras foi de 18 anos e a máxima de 45. Todas as mães realiza- 15 , D'Agostino et al 16 e Fraga et al 17 , os quais concluíram que o DM está intimamente relacionado com a IGC quando comparada a IC, pois através da correção da idade é possível ava-liar o RNPT de forma mais fidedigna, já que em crianças prematuras parte do desenvolvimento intrauterino não foi oportunizado.…”

Section: Resultsunclassified

“…A AIMS foi escolhida por ser uma escala validada e traduzida para o idioma português, que avalia o desenvolvimento motor em crianças até os 18 meses de idade corrigida e requer uma observação minuciosa e o mínimo de contato possível com a criança. Ela é formada por 58 imagens, subdividida em quatro posições antigravitacionais básicas: prono (21 itens), supino (9), sentado (12) e em pé (16). Cada postura observada é pontuada como 1 e as posturas não observadas equivalem a 0.…”

Section: Métodounclassified

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Avaliação de crianças atendidas em follow-up: perfil epidemiológico e motor

et al. 2018

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Introdução: Crianças prematuras tendem a apresentar atrasos no desenvolvimento neuropsicomotor devido à imaturidade e à propensão de lesões no sistema nervoso central. Objetivo: Descrever o perfil epidemiológico e motor de crianças atendidas no follow-up da Maternidade Balbina Mestrinho (MBM) em Manaus/AM, verificando a associação entre diferentes fatores socioambientais e clínicos com o desenvolvimento motor (DM). Métodos: Foram avaliadas 25 crianças acompanhadas no follow-up da MBM, por meio da Escala Motora Infantil de Alberta e aplicação de questionário estruturado contendo dados clínicos e epidemiológicos. Resultados: Foi detectado que todas as crianças eram prematuras e 44% apresentaram atipicidade no DM, relacionada principalmente a idade corrigida (p=0,015) e ao grau de escolaridade materna (p=0,019). Conclusão: O elevado índice de atipicidade no DM pode estar associado ao perfil amostral, cuja prematuridade infere em fragilidade de seus sistemas. Assim, sugere-se que maiores investigações sejam realizadas, a fim de relacionar outros fatores com o DM.

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Section: Resultsunclassified

Section: Métodounclassified

Avaliação de crianças atendidas em follow-up: perfil epidemiológico e motor

et al. 2018

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“…33 In practical terms, chronological age may be used in screening for early intervention services and becomes even more relevant as children enter school based on their birth date. A recent survey of pediatric health care providers in a primary care network in Pennsylvania, New Jersey, and Delaware, showed that chronological age was used in developmental surveillance in 71% of visits for children born <32 weeks 34 suggesting the importance of understanding potential differences in observed outcomes when using corrected versus chronological age.…”

Section: Commentmentioning

confidence: 99%

Describing the Shape of the Relationship Between Gestational Age at Birth and Cognitive Development in a Nationally Representative U.S. Birth Cohort

Richards

Drews‐Botsch

Sales

et al. 2016

Paediatric Perinatal Epid

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Background Preterm children face higher risk of cognitive and academic deficits compared with their full-term peers. The objective of this study was to describe early childhood cognitive ability and kindergarten academic achievement across gestational age at birth in a population-based longitudinal cohort. Methods The study population included singletons born at 24-42 weeks GA enrolled in the Early Childhood Longitudinal Study-Birth Cohort (n=6,150 for 2-year outcome, n=4,450 for kindergarten outcome). Home-based assessments measured cognitive ability at 2 years and reading and mathematics achievement at kindergarten age. Linear regression models estimated the association between gestational age and cognitive and academic scores using four different ways of modeling gestational age: continuous variable in linear and quadratic terms; categories for individual weeks; and clinical categories for early preterm, moderate preterm, late preterm, early term, full term, late term, and post-term. Results Children born at early preterm (24-27 weeks), moderate preterm (28-33 weeks), and late preterm (34-36 weeks) scored significantly worse than full-term (39-40 weeks) peers on 2-year and kindergarten assessments; however, no deficits were observed for early term (37-38 weeks). These categories were a clinically useful and parsimonious approach to stratifying risk of adverse cognitive and academic outcomes. Conclusions This study estimated the relative performance of children born at 24-42 weeks in a population-based birth cohort using multiple approaches to modeling gestational age, providing a more rigorous understanding of the relationships between the full spectrum of gestational age and cognitive and academic outcomes in early childhood and at school age.

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“…Some authors advocate its use (15,16), while others believe that age correction may overstate preterm performance in comparison to those born full term at two years of age (30). D' Agostino et al (31) reported that despite the international recommendation for age adjustment in premature infants, most professionals working in primary care do not use it, and that this fact has important implications for the care, such as erroneous detection of delays and early prescriptions. The indings of this review not only corroborate the need for age correction in premature infants, but also underline the need to reassess the adequacy of it to equalize the assessment.…”

Section: Discussionmentioning

confidence: 99%