The influence of obstetric variables on school achievement, intelligence and neuropsychological development in a sample of Spanish twins at the age of six: a retrospective study

González-Mesa, Ernesto; Cazorla-Granados, Olga; González-Valenzuela, María-José

doi:10.3109/14767058.2015.1055724

Cited by 6 publications

(16 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, in multiple deliveries requiring a caesarean section, there are some circumstances interfering in children's neurological development that could explain, at least partially, the long‐term cognitive and linguistic difficulties typically found in children with LDs in reading, writing, and arithmetic. In recent studies, type of birth has been found to be associated as an independent risk factor with neuropsychological development disorders and intellectual difficulties (González‐Mesa et al, ; González‐Valenzuela et al, ).…”

Section: Discussionmentioning

confidence: 99%

“…Twin births present special levels of vulnerability, not only during the perinatal period but also over the long‐term. In fact, psychological development and the acquisition of psychological skills become subject to the influence of genetic and environmental variables, such as obstetric, perinatal, and socio‐family factors (González‐Mesa, Cazorla‐Granados, & González‐Valenzuela, ; González‐Mesa & Herrera‐Peral, ). This study focuses on variables related to the type of delivery and their influence on the learning processes of reading, writing, and arithmetic in children born in twin births.…”

Section: Introductionmentioning

confidence: 99%

“…Although there are studies reporting the risks of multiple births and the links between perinatal factors and school LDs, fewer researchers have considered twins as a special psychologically and academically vulnerable population, taking into account the type of delivery as a risk factor for psychological disorders (González‐Mesa et al, ; González‐Valenzuela et al, ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Type of delivery and reading, writing, and arithmetic learning in twin births

González-Valenzuela

López‐Montiel

Cazorla-Granados³

et al. 2019

Developmental Psychobiology

View full text Add to dashboard Cite

This study analyses, in children born in twin births, the relationship between reading, writing and arithmetic learning, on the one hand, and type of delivery, on the other, controlling for the effect of interaction and/or confusion of third variables (maternal age at delivery, gestational age, fetal position, birthweight, 1-min Apgar score). In the planned retrospective cohort design, the exposed cohort consisted of children born by caesarean section, and the non-exposed cohort was comprised of children born vaginally. One hundred and twenty-four children born of twin births were evaluated during their first year of primary school: K-BIT tests were used to measure intelligence; the Evalúa-1 battery was used to assess reading, writing, and arithmetic ability; and the children's clinical histories were analysed for obstetric and neonatal variables. After applying binary logistic regressions for each dependent variable, it was found that caesarean delivery in twin births appeared as a possible independent risk factor for specific learning disabilities (LDs) in reading, writing, and arithmetic.Based on these results, further research using larger samples and at more advanced ages is required in order to analyse the influence of obstetric and neonatal variables on the processes underlying specific LDs. K E Y W O R D Sarithmetic, learning disabilities, reading, twin births, type of delivery, writing | 485 GONZÁLEZ-VALENZUELA Et AL. from the need to deal 'simultaneously' with the delivery of two fetuses. Although there are international guidelines about how to deal with multiple deliveries, these are based on the recommendations of experts rather than on randomized studies (Lindstrom,

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Type of delivery and reading, writing, and arithmetic learning in twin births

González-Valenzuela

López‐Montiel

Cazorla-Granados³

et al. 2019

Developmental Psychobiology

View full text Add to dashboard Cite

show abstract

“…However, although there are international recommendations for multiple childbirth assistance, the evidence is weak and is usually based on expert opinions and some retrospective studies (MacKay et al, 2006). In fact, whereas there are studies that show an increased risk of morbidity in a vaginal birth in the second twin compared to the first twin (Wen et al, 2004a,b; Armson et al, 2006; Yang et al, 2006; González-Mesa et al, 2016), others fail to demonstrate in the second twin the short- or long-term benefits of elective cesarean-sections compared to vaginal delivery (Rabinovici et al, 1987; Greig et al, 1992; Hogle et al, 2003; Asztalos et al, 2016; Girsen et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Type of Delivery, Neuropsychological Development and Intelligence in Twin Births

et al. 2019

Self Cite

View full text Add to dashboard Cite

Based on a retrospective cohort design with 6-year-old children born in twin births, the relationship between verbal, non-verbal, global neuropsychological development, general intelligence and type of delivery has been studied. To this end, the possible effect of third gestational, obstetric and neonatal variables, such as maternal age at delivery, fetal presentation, gestational age, newborn weight and Apgar at minute one, was controlled. The exposed cohort includes children born by cesarean section, and the unexposed cohort is composed of children born vaginally with or without induction. A total of 124 children were evaluated in their 1st year of primary school using the Child Neuropsychological Maturity Questionnaire, Kaufman’s Intelligence Test and the medical histories of the children collected after birth. By means of binary logistic regression analysis, it has been found that the type of delivery is presented as an independent risk factor for disorders in verbal, non-verbal and global development and for the general intellectual difficulties of children born of multiple births. These results suggest the need to analyze in future prospective studies with broader samples the relationship between different types of obstetric and perinatal variables of birth type and infant neuropsychological development and general intelligence, in order to prevent possible psychological alterations from birth.

show abstract

“…While reports of developmental outcome differences between first-, or second-born twins and their singleton counterparts are uncommon, in several studies increased risk for respiratory complications (Arnold, McLean, Kramer, & Usher, 1987; Hacking, Watkins, Fraser, Wolfe, & Nolan, 2001) or composite perinatal and neonatal complications (Armson et al, 2006) was documented in the second-born (nonpresenting) twin regardless of delivery route. A recent investigation of early school-age children revealed a first-born twin advantage in neuropsychological outcome among preterm-born male twins (Gonzalez-Mesa, Cazorla-Granados, & Gonzalez-Valenzuela, 2016).…”

Section: Introductionmentioning

confidence: 99%

Neuropsychological Functioning in Preterm-Born Twins and Singletons at Preschool Age

Raz

Piercy

Heitzer

et al. 2016

J Int Neuropsychol Soc

View full text Add to dashboard Cite

show abstract

The influence of obstetric variables on school achievement, intelligence and neuropsychological development in a sample of Spanish twins at the age of six: a retrospective study

Abstract: Our study confirms the impact of some obstetric variables on school achievement and psychological development of twins.

Cited by 6 publications

References 40 publications

Type of delivery and reading, writing, and arithmetic learning in twin births

Type of delivery and reading, writing, and arithmetic learning in twin births

Type of Delivery, Neuropsychological Development and Intelligence in Twin Births

Neuropsychological Functioning in Preterm-Born Twins and Singletons at Preschool Age

Contact Info

Product

Resources

About