Specific cognitive correlates of the quality of life of extremely preterm school-aged children without major neurodevelopmental disability

Gire, Catherine; Tosello, Barthélémy; Marret, Stéphane; Cambonie, Gilles; Souksi-Medioni, Isabelle; Müller, Jean-Baptiste; Garcia, Patricia; Berbis, Julie; Auquier, Pascal; Brévaut-Malaty, Véronique; Resseguier, Noémie

doi:10.1038/s41390-020-0795-8

Cited by 10 publications

(18 citation statements)

References 38 publications

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“…Our participating centers care for 20% of EPTs born in France each year. A detailed description of the GPQoL study was published previously [10,11]. All patients included had a longterm evaluation at school age (between 7 and 10 years old) including a clinical examination, along with their cognitive and behavior functions [10,11].…”

Section: Study Design and Populationmentioning

confidence: 99%

“…Clinical and Sociodemographic Data Pregnancy and perinatal data were obtained from the patients' medical files. The sociodemographic and family data were collected at their inclusion to the GPQoL study [10,11]. This information included age, gender, parental education, parents' professional activity, and the child's school life.…”

Section: Measurementsmentioning

confidence: 99%

“…The GPQoL study used the 10 items of the short children's and parents' versions (Kidscreen-10) to obtain a total index. The data from the QoL scores were compared to the 2003 European database's reference population's data [10,11]: a French sample (n = 989) obtained from randomized telephone calls (CATI method: Computer-Assisted Telephone Interview; RDD: Random Digital Dialing).…”

Section: Quality Of Life Datamentioning

confidence: 99%

“…Disability in the GPQoL study was based on the FSIQ score [10,11]. A specific cognitive impairment was considered in the GPQoL study [10,11] based on classifications of mental illnesses according to the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV (footnotes Table 1)). perceived health of adolescents, quality of life questionnaires (assessments by both the child and parents, respectively).…”

Section: Disability and Specific Cognitive Impairment Definition In The Gpqol Studymentioning

confidence: 99%

“…The study's sample size was sufficient to use a Gaussian distribution and apply parametric procedures even if the distributions were somewhat far from normal. Sample analysis data who had all the psychometric tests of WICS-IV and NEPSY-2, behavioral assessment, and QoL examinations and with no missing data were compared between GPQoL participants [10,11].…”

Section: Statistical Analysis 241 Descriptive Analysismentioning

confidence: 99%

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The Neurobehavioral Phenotype of School-Aged, Very Prematurely Born Children with No Serious Neurological Sequelae: A Quality of Life Predictor

Tosello

Méziane²,

Resseguier

et al. 2021

Children

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School-aged extremely preterm (EPT) children have multiple specific neurocognitive/behavioral disorders that are often associated with other disorders; this manifests a true neurobehavioral “phenotype” of prematurity. To determine a profile of cognitive/behavioral impairments in a population of school-aged EPT children (7–10 years-old) without major disabilities, a cross-sectional study was conducted in five medical centers. An algorithm distributed the study population according to four WISC-IV subtests, five NEPSY-2 subtests, and two variables of figure of Rey. The behavior (SDQ), anxiety (Spielberg STAI-C), and generic QoL (Kidscreen 10 and VSP-A) were also evaluated. The study included 231 school-aged EPT children. Three neurobehavioral “phenotypes” were defined according to their severity: 1 = moderately, 2 = minor, and 3 = unimpaired. In all the profiles, the working memory, perceptual reasoning, as well as mental flexibility, were close to or below average, and their emotional behavior was always troubled. Self-esteem and school-work were the most impacted QoL areas. The unimpaired neurobehavior exhibited emotional behavioral impairment and executive dysfunction. The profile analysis defined distinct outcome groups and provided an informative means of identifying factors related to developmental outcomes. The QoL deterioration is determined by the severity of the three neurobehavioral “phenotypes”, which is defined as well as by dysexecutive and/or behavioral disorders.

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Section: Study Design and Populationmentioning

confidence: 99%

Section: Measurementsmentioning

confidence: 99%

Section: Quality Of Life Datamentioning

confidence: 99%

Section: Disability and Specific Cognitive Impairment Definition In The Gpqol Studymentioning

confidence: 99%

Section: Statistical Analysis 241 Descriptive Analysismentioning

confidence: 99%

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The Neurobehavioral Phenotype of School-Aged, Very Prematurely Born Children with No Serious Neurological Sequelae: A Quality of Life Predictor

Tosello

Méziane²,

Resseguier

et al. 2021

Children

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Cognitive Training for Visuospatial Processing in Children Aged 5½ to 6 Years Born Very Preterm With Working Memory Dysfunction

Gire,

Beltran Anzola,

Marret

et al. 2023

JAMA Netw Open

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ImportanceCompared with term-born peers, children born very preterm generally perform poorly in executive functions, particularly in working memory and inhibition. By taking advantage of neuroplasticity, computerized cognitive training of working memory in those children could improve visuospatial processing by boosting visual inhibition via working memory.ObjectiveTo evaluate the long-term effect of cognitive working memory training on visuospatial processing in children aged 5½ to 6 years born very preterm who have working memory impairment.Design, Setting, and ParticipantsThis multicenter (18 French university hospitals), open-label randomized clinical trial with 2 parallel groups (EPIREMED) was conducted from November 2016 to April 2018, with the last follow-up during August 2019. Eligible children from the EPIPAGE 2 cohort were aged 5½ to 6 years, were born between 24 and 34 weeks’ gestation, and had a global intelligence quotient greater than 70 and a working memory index less than 85. Data were analyzed from February to December 2020.InterventionChildren were randomized 1:1 to standard care management and a working memory cognitive training program (Cogmed software) for 8 weeks (25 sessions) (intervention) or to standard management (control).Main Outcomes and MeasuresThe primary outcome was the visuospatial index score from the Wechsler Preschool and Primary Scale of Intelligence, 4th Edition. Secondary outcomes were working memory, intellectual functioning, executive and attention processes, language skills, behavior, quality of life, and schooling. Neurobehavioral assessments were performed at inclusion and after finishing training at 6 months (intermeditate assessment; secondary outcomes) and at 16 months (final assessment; primary outcome).ResultsThere were 169 children randomized, with a mean (SD) age of 5 years 11 months (2 months); 91 (54%) were female. Of the participants, 84 were in the intervention group (57 of whom [68%] completed at least 15 cognitive training sessions) and 85 were in the control group. The posttraining visuospatial index score was not different between groups at a mean (SD) of 3.0 (1.8) months (difference, −0.6 points; 95% CI, −4.7 to 3.5 points) or 12.9 (2.6) months (difference, 0.1 points; 95% CI, −5.4 to 5.1 points). The working memory index score in the intervention group significantly improved from baseline at the intermediate time point (difference, 4.7 points; 95% CI, 1.2-8.1 points), but this improvement was not maintained at the final assessment.Conclusions and RelevanceThis randomized clinical trial found no lasting effect of a cognitive training program on visuospatial processing in children aged 5½ to 6 years with working memory disorders who were born very preterm. The findings suggest that this training has limited long-term benefits for improving executive function. Transient benefits seemed to be associated with the developmental state of executive functions.Trial RegistrationClinicalTrials.gov Identifier: NCT02757794

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Assessing and Intervening with Children who are Chronically Ill

Colaluca¹

2022

Best Practices in School Neuropsychology

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Specific cognitive correlates of the quality of life of extremely preterm school-aged children without major neurodevelopmental disability

Cited by 10 publications

References 38 publications

The Neurobehavioral Phenotype of School-Aged, Very Prematurely Born Children with No Serious Neurological Sequelae: A Quality of Life Predictor

The Neurobehavioral Phenotype of School-Aged, Very Prematurely Born Children with No Serious Neurological Sequelae: A Quality of Life Predictor

Cognitive Training for Visuospatial Processing in Children Aged 5½ to 6 Years Born Very Preterm With Working Memory Dysfunction

Assessing and Intervening with Children who are Chronically Ill

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