Functioning at School Age of Moderately Preterm Children Born at 32 to 36 Weeks' Gestational Age Export

@article{citeulike:5937766, abstract = {OBJECTIVE: To study outcome of low-risk moderately preterm birth between 32 and 36/7 weeks' gestation. METHODS: 377 Moderately preterm children (M: 34.7, SD: 1.2 complete weeks), without need for neonatal intensive care and without dysmaturity or congenital malformations, were compared with 182 term children and assessed at eight years (M: 8.9, SD: 0.54). School situation, IQ, sustained attention, behavior problems, and attention-deficit/hyperactivity characteristics were studied. RESULTS: Special education was attended by 7.7\% of the moderately preterm children, more than twice the rate of 2.8\% in the general Dutch population of this age. Additional exploration for two preterm subgroups of 32 to 33 versus 34 to 36 weeks' gestation showed a need for special education in 9.7\% versus 7.3\% and a significant difference in grade retention for 30\% versus 17\%, respectively. Of the children attending mainstream primary schools, grade retention was found in 19\% of the preterm versus 8\% of the comparison children. Adjusting for maternal education, a group difference of 3 points was found in IQ. The preterm children needed more time for the sustained attention task. The preterm children had more behavior problems (specifically internalizing problems with 27\% scoring above the borderline cut-off), as well as more attention-deficit/hyperactivity disorder characteristics (specifically attention deficits). CONCLUSIONS: Cognitive and emotional regulation difficulties affect functioning of moderately preterm children, as school problems, a slightly lower IQ, attention and behavioral problems are found when they are compared with term-born children. Identification and monitoring of precursors of these problems at younger age is needed in view of prevention purposes. 10.1542/peds.2008-2315}, author = {van Baar, Anneloes L. and Vermaas, John and Knots, Edwin and de Kleine, Martin J. K. and Soons, Paul}, citeulike-article-id = {5937766}, citeulike-linkout-0 = {http://dx.doi.org/10.1542/peds.2008-2315}, citeulike-linkout-1 = {http://pediatrics.aappublications.org/content/124/1/251.abstract}, citeulike-linkout-2 = {http://pediatrics.aappublications.org/content/124/1/251.full.pdf}, citeulike-linkout-3 = {http://view.ncbi.nlm.nih.gov/pubmed/19564307}, citeulike-linkout-4 = {http://www.hubmed.org/display.cgi?uids=19564307}, day = {1}, doi = {10.1542/peds.2008-2315}, journal = {Pediatrics}, keywords = {birth, iq, late, preterm, readiness, school, weight}, month = {July}, number = {1}, pages = {251--257}, posted-at = {2009-10-13 20:51:40}, priority = {2}, title = {Functioning at School Age of Moderately Preterm Children Born at 32 to 36 Weeks' Gestational Age}, url = {http://dx.doi.org/10.1542/peds.2008-2315}, volume = {124}, year = {2009} }

TY - JOUR ID - citeulike:5937766 L3 - citeulike-article-id:5937766 N2 - OBJECTIVE: To study outcome of low-risk moderately preterm birth between 32 and 36/7 weeks' gestation. METHODS: 377 Moderately preterm children (M: 34.7, SD: 1.2 complete weeks), without need for neonatal intensive care and without dysmaturity or congenital malformations, were compared with 182 term children and assessed at eight years (M: 8.9, SD: 0.54). School situation, IQ, sustained attention, behavior problems, and attention-deficit/hyperactivity characteristics were studied. RESULTS: Special education was attended by 7.7% of the moderately preterm children, more than twice the rate of 2.8% in the general Dutch population of this age. Additional exploration for two preterm subgroups of 32 to 33 versus 34 to 36 weeks' gestation showed a need for special education in 9.7% versus 7.3% and a significant difference in grade retention for 30% versus 17%, respectively. Of the children attending mainstream primary schools, grade retention was found in 19% of the preterm versus 8% of the comparison children. Adjusting for maternal education, a group difference of 3 points was found in IQ. The preterm children needed more time for the sustained attention task. The preterm children had more behavior problems (specifically internalizing problems with 27% scoring above the borderline cut-off), as well as more attention-deficit/hyperactivity disorder characteristics (specifically attention deficits). CONCLUSIONS: Cognitive and emotional regulation difficulties affect functioning of moderately preterm children, as school problems, a slightly lower IQ, attention and behavioral problems are found when they are compared with term-born children. Identification and monitoring of precursors of these problems at younger age is needed in view of prevention purposes. 10.1542/peds.2008-2315 IS - 1 JF - Pediatrics EP - 257 TI - Functioning at School Age of Moderately Preterm Children Born at 32 to 36 Weeks' Gestational Age VL - 124 SP - 251 KW - birth KW - iq KW - late KW - preterm KW - readiness KW - school KW - weight AU - van Baar, Anneloes AU - Vermaas, John AU - Knots, Edwin AU - de Kleine, Martin AU - Soons, Paul PY - 2009/07/01/ UR - http://dx.doi.org/10.1542/peds.2008-2315 ER -