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

Tosello, Barthélémy; Méziane, Sahra; Resseguier, Noémie; Marret, Stéphane; Cambonie, Gilles; Zahed, Meriem; Brévaut-Malaty, Véronique; Anzola, Any Beltran; Gire, Catherine

doi:10.3390/children8110943

Cited by 5 publications

(11 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A recent study showed that a cluster analysis taking into account the whole cognitive development (including EFs) and a behavior analysis defined three distinct outcome groups in extreme premature children without severe disabilities, providing an informative means for identifying factors related to developmental outcomes. This study showed that QOL deterioration was determined by the severity of the three neurobehavioral “phenotypes” and was also defined by dysexecutive and/or behavioral disorders [ 1 ].…”

Section: Understanding the Neurodevelopment Of Prematurity Requires E...mentioning

confidence: 99%

“…As well as being a health issue [ 8 , 150 , 151 ], a better understanding of the long-term future of children born prematurely under all these aspects is essential, since it provides parents with scientifically based and reliable information and improves care thanks to the understanding of neurodevelopmental disorders [ 1 ].…”

Section: Perspectives Executive Functions and Analysis Of Neurobehaviormentioning

confidence: 99%

“…In order to draw solid conclusions about the specific neurobehavioral profiles that exist in the general VP population, the identification of clustered subtypes needs to be performed in large cohort studies with measures of brain cognitive, motor, executive and behavioral functioning [ 1 , 43 ]. Future studies should also study the trajectories of different neurobehavioral profiles in adulthood, to examine whether neurobehavioral clusters are stable over time so as to better understand their future management prospects.…”

Section: Perspectives Executive Functions and Analysis Of Neurobehaviormentioning

confidence: 99%

“…Thus, the notion of executive dysfunctions as an underlying mechanism of neurodevelopmental difficulties in VP children is now well documented [ 15 , 82 , 131 , 154 ]. Executive deficit is central to the neurodevelopmental phenotype of preterm infants and their learning difficulties, both from a cognitive and a behavioral or social point of view [ 1 , 21 , 98 , 101 , 155 ].…”

Section: Support For the Development Of Efs And Neurobehavioral Funct...mentioning

confidence: 99%

“…Hypotheses suggest that this neurobehavioral phenotype of prematurity is due to brain hypo-connectivity secondary to encephalopathy of prematurity. Currently, one long-term study describes a true “typical” neurobehavioral profile of the premature child with all the different aspects of development, namely, cognition, attention, executive function, motor skills and behavior [ 1 ].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Neurobehavioral Phenotype and Dysexecutive Syndrome of Preterm Children: Comorbidity or Trigger? An Update

Gire

Garbi²,

Zahed³

et al. 2022

Children

Self Cite

View full text Add to dashboard Cite

Premature birth is a worldwide public health priority. One in ten children is born before 37 weeks of gestational age and, in developed countries, survival rates without major neonatal morbidity are increasing. Although severe sequelae associated with these births have decreased, their neurobehavioral difficulties, often associated in multiple fields, remain stable but still widespread. These neurobehavioral difficulties hamper the normal development of academic achievements and societal integration and intensify the children’s needs for rehabilitation during their preschool and academic years. Severe sequelae increase when gestational age decreases. This is even truer if the socio-cultural background is impeded by low income, education and language skills as compared with defined averages. However, moderate and/or minor neurocognitive and/or behavioral difficulties are almost identical for a moderate or a late preterm birth. Obtaining a better clinical description of neurobehavioral characteristics of those pretermly born, once they reach preschool age, is essential to detect behavioral issues as well as early specific cognitive difficulties (working memory, planning, inhibition, language expression and reception, attention and fine motor skills, etc.). Such information would provide a better understanding of the executive functions’ role in brain connectivity, neurodevelopment and neuroanatomical correlation with premature encephalopathy.

show abstract

Section: Understanding the Neurodevelopment Of Prematurity Requires E...mentioning

confidence: 99%

Section: Perspectives Executive Functions and Analysis Of Neurobehaviormentioning

confidence: 99%

Section: Perspectives Executive Functions and Analysis Of Neurobehaviormentioning

confidence: 99%

Section: Support For the Development Of Efs And Neurobehavioral Funct...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Neurobehavioral Phenotype and Dysexecutive Syndrome of Preterm Children: Comorbidity or Trigger? An Update

Gire

Garbi²,

Zahed³

et al. 2022

Children

Self Cite

View full text Add to dashboard Cite

show abstract

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

Self Cite

View full text Add to dashboard Cite

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

show abstract

Chorionicity and neurodevelopmental outcomes at 5½ years among twins born preterm: the EPIPAGE2 cohort study

Hoarau

Tosello

Blanc

et al. 2023

BJOG

Self Cite

View full text Add to dashboard Cite

show abstract

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

Cited by 5 publications

References 32 publications

Neurobehavioral Phenotype and Dysexecutive Syndrome of Preterm Children: Comorbidity or Trigger? An Update

Neurobehavioral Phenotype and Dysexecutive Syndrome of Preterm Children: Comorbidity or Trigger? An Update

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

Chorionicity and neurodevelopmental outcomes at 5½ years among twins born preterm: the EPIPAGE2 cohort study

Contact Info

Product

Resources

About