The effects of an early developmental mother–child intervention program on neurodevelopment outcome in very low birth weight infants: A pilot study

Giannì, Maria Lorella; Picciolini, Odoardo; Ravasi, M.; Gardon, Laura; Vegni, C; Fumagalli, Monica; Mosca, Fabio

doi:10.1016/j.earlhumdev.2006.01.011

Cited by 51 publications

(40 citation statements)

References 16 publications

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“…As has been demonstrated, premature children who are exposed to early intervention programs have significantly higher cognitive, language and social scores than premature children without intervention (Als et al, 2004;Gianni et al, 2006). Achenbach, Phares, Howell, Rauh, and Nurcombe (1990) found that LBW infants who were enrolled in an intervention program (the MotherInfant Transaction) scored higher at age 7 on cognitive tasks, than LBW infants with no intervention, and scored similar to full-term control infants.…”

Section: Discussionmentioning

confidence: 89%

Understanding language and cognitive deficits in very low birth weight children

Ortiz-Mantilla

Choudhury

Leevers

et al. 2008

Developmental Psychobiology

113

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Very-low-birth-weight infants are at much higher risk for cognitive and language delays but the nature of such deficits is not clearly understood. Given increasing rates of prematurity and infants born very-low-birth-weight, examination of mechanisms that underlie poorer developmental outcome is essential. We investigated language and cognitive abilities in very-low and normal birth-weight infants to determine whether performance differences were due to poorer global cognitive performance or to deficits in specific processing abilities. Thirty-two very-low and 32 normal birth-weight infants received visual and auditory-visual habituation recognition-memory tasks, and standardized language and cognitive assessments. Very-low-birth-weight infants performed more poorly on visual and auditory-visual habituation tasks and scored lower than controls on cognitive and language measures. These findings suggest that differences in language abilities in very-low-birth-weight children may be part of a global deficit that impacts many areas of cognitive functioning rather than a specific impairment in rapid auditory processing.

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Section: Discussionmentioning

confidence: 89%

Understanding language and cognitive deficits in very low birth weight children

Ortiz-Mantilla

Choudhury

Leevers

et al. 2008

Developmental Psychobiology

113

View full text Add to dashboard Cite

show abstract

“…Owing to the inability to blind the initial intervention, a blinded assessment of outcome was considered important to minimize bias, and in 21 36,42 -44,46 -49, 52-56,59 -77 of 25 selected studies, blinding of the outcome assessment was specifically undertaken. However, only four studies 38,43,50,51,59,60 succeeded in capturing X85% of outcome data at the last point of follow-up.…”

Section: Identification Of Relevant Studiesmentioning

confidence: 99%

“…One study measured the Griffiths scale at 12, 24 and 36 months but only reported scores at 36 months. 60 These results were not pooled with the Stanford-Binet and McCarthy at 36 months due to conceptual differences in the intent of the scales.…”

Section: Identification Of Relevant Studiesmentioning

confidence: 99%

Early interventions involving parents to improve neurodevelopmental outcomes of premature infants: a meta-analysis

et al. 2009

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Objective: To determine in a systematic review, whether interventions for infant development that involve parents, improve neurodevelopment at 12 months corrected age or older.Study Design: Randomized trials were identified where an infant intervention was aimed to improve development and involved parents of preterms; and long-term neurodevelopment using standardized tests at 12 months (or longer) was reported.Result: Identified studies (n ¼ 25) used a variety of interventions including parent education, infant stimulation, home visits or individualized developmental care. Meta-analysis at 12 months (N ¼ 2198 infants) found significantly higher mental (N ¼ 2198) and physical (N ¼ 1319) performance scores favoring the intervention group. At 24 months, the mental (N ¼ 1490) performance scores were improved, but physical (N ¼ 1025) performance scores were not statistically significant. The improvement in neurodevelopmental outcome was not sustained at 36 months (N ¼ 961) and 5 years (N ¼ 1017). Conclusion:Positive clinically meaningful effects (>5 points) are seen to an age of 36 months, but are no longer present at 5 years.

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“…The studies applied different intervention techniques in different groups of children and were unable to demonstrate a beneficial effect of intervention on motor development. The other three studies started between discharge from the NICU and the age of 9 months (Koldewijn et al, 2005;Badr et al, 2006;Gianni et al, 2006). Gianni et al (2006) evaluated the effects of a mother-child intervention.…”

Section: Effects Of Ei On Motor Development Of Hr Infantsmentioning

confidence: 99%