The Impact of Very Low-Birth-Weight Infants on the Family Is Long Lasting

Cronin, Catherine; Shapiro, Carla; Casiro, Oscar G.; Cheang, Mary

doi:10.1001/archpedi.1995.02170140033005

Cited by 126 publications

(84 citation statements)

References 18 publications

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“…32 Others have found that the impact of having a preterm child is greatest for low SES families and those in which the child has functional limitations. 33 The failure to identify long-term family impact in the current study sample may reflect the predominantly middle and upper social strata (77%) and few serious residual functional limitations among the children.…”

Section: Discussionmentioning

confidence: 84%

Functional Outcome at Adolescence for Infants Less Than 801 G Birth Weight: Perceptions of Children and Parents

et al. 2003

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Section: Discussionmentioning

confidence: 84%

Functional Outcome at Adolescence for Infants Less Than 801 G Birth Weight: Perceptions of Children and Parents

et al. 2003

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“…Nevertheless, although the long-term impact of LBW and congenital anomaly on society is small, the impact on individual families is not. 57 Because prematurity is the primary cause for VLBW, prevention of extreme prematurity is an important goal because of its potential to decrease the need for SE services.…”

Section: Impactmentioning

confidence: 99%

The Impact of Low Birth Weight, Perinatal Conditions, and Sociodemographic Factors on Educational Outcome in Kindergarten

Resnick¹,

Gueorguieva

Carter

et al. 1999

Pediatrics

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ABSTRACT. Objective. To assess the relative effects and the impact of perinatal and sociodemographic risk factors on long-term morbidity within a total birth population in Florida.Methods. School records for 339 171 children entering kindergarten in Florida public schools in the 1992-1993, 1993-1994, or 1994 -1995 academic years were matched with Florida birth records from 1985 to 1990. Effects on long-term morbidity were assessed through a multivariate analysis of an educational outcome variable, defined as placement into 9 mutually exclusive categories in kindergarten. Of those categories, 7 were special education (SE) classifications determined by statewide standardized eligibility criteria, 1 was academic problems, and the reference category was regular classroom. Generalized logistic regression was used to simultaneously estimate the odds of placement in SE and academic problems. The impact of all risk factors was assessed via estimated attributable excess/deficit numbers, based on the multivariate analysis.Results. Educational outcome was significantly influenced by both perinatal and sociodemographic factors. Perinatal factors had greater adverse effects on the most severe SE types, with birth weight <1000 g having the greatest effect. Sociodemographic predictors had greater effects on the mild educational disabilities. Because of their greater prevalence, the impact attributable to each of the factors (poverty, male gender, low maternal education, or non-white race) was between 5 and 10 times greater than that of low birth weight and >10 times greater than that of very low birth weight, presence of a congenital anomaly, or prenatal care.Conclusions. Results are consistent with the hypothesis that adverse perinatal conditions result in severe educational disabilities, whereas less severe outcomes are influenced by sociodemographic factors. Overall, sociodemographic factors have a greater total impact on adverse educational outcomes than perinatal factors. Pediatrics 1999;104(6). URL: http://www.pediatrics.org/ cgi/content/full/104/6/e74; birth weight, child development, special education, educational status, morbidity, infant, low birth weight, risk factors, socioeconomic factors, logistic models, Florida.

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“…Interactions with parents may be compromised for premature infants for several reasons: the emotional response of parents to preterm birth, an altered parental role as a noncaregiver in the nursery, the infant's characteristics, the NICU environment and the prolonged parent-infant separation. [10][11][12][13][14][15][16][17][18][19] Early experience can modify the anatomy of the rapidly developing brain, 20 which implies that early intervention may alter developmental paths and improve health, educational and social outcomes. 21,22 This has prompted the use of early interventions for preterms, aimed at different targets in the complex interplay of biology and environment influencing development.…”

Section: Introductionmentioning

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 Impact of Very Low-Birth-Weight Infants on the Family Is Long Lasting

Cited by 126 publications

References 18 publications

Functional Outcome at Adolescence for Infants Less Than 801 G Birth Weight: Perceptions of Children and Parents

Functional Outcome at Adolescence for Infants Less Than 801 G Birth Weight: Perceptions of Children and Parents

The Impact of Low Birth Weight, Perinatal Conditions, and Sociodemographic Factors on Educational Outcome in Kindergarten

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

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