A Systematic Review and Meta-Analysis of Long-Term Development of Early Term Infants

Dong, Ying; Chen, Shaojie; Yu, Jialin

doi:10.1159/000338099

Cited by 71 publications

(65 citation statements)

References 55 publications

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“…The extant literature suggests that higher risk of cognitive and academic problems and educational problems persists up through early term births, 28,29 but we found a significant deficit for ECLS-B children born at early term only on the BSF-R Mental Scale when adjusting for chronological instead of corrected age. It is possible that this was driven by correcting for prematurity for all children born earlier than 40 weeks rather than the more common clinical practice of applying the correction if born earlier than 37 weeks.…”

Section: Commentcontrasting

confidence: 75%

Describing the Shape of the Relationship Between Gestational Age at Birth and Cognitive Development in a Nationally Representative U.S. Birth Cohort

Richards

Drews‐Botsch

Sales

et al. 2016

Paediatric Perinatal Epid

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Background Preterm children face higher risk of cognitive and academic deficits compared with their full-term peers. The objective of this study was to describe early childhood cognitive ability and kindergarten academic achievement across gestational age at birth in a population-based longitudinal cohort. Methods The study population included singletons born at 24-42 weeks GA enrolled in the Early Childhood Longitudinal Study-Birth Cohort (n=6,150 for 2-year outcome, n=4,450 for kindergarten outcome). Home-based assessments measured cognitive ability at 2 years and reading and mathematics achievement at kindergarten age. Linear regression models estimated the association between gestational age and cognitive and academic scores using four different ways of modeling gestational age: continuous variable in linear and quadratic terms; categories for individual weeks; and clinical categories for early preterm, moderate preterm, late preterm, early term, full term, late term, and post-term. Results Children born at early preterm (24-27 weeks), moderate preterm (28-33 weeks), and late preterm (34-36 weeks) scored significantly worse than full-term (39-40 weeks) peers on 2-year and kindergarten assessments; however, no deficits were observed for early term (37-38 weeks). These categories were a clinically useful and parsimonious approach to stratifying risk of adverse cognitive and academic outcomes. Conclusions This study estimated the relative performance of children born at 24-42 weeks in a population-based birth cohort using multiple approaches to modeling gestational age, providing a more rigorous understanding of the relationships between the full spectrum of gestational age and cognitive and academic outcomes in early childhood and at school age.

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Section: Commentcontrasting

confidence: 75%

Describing the Shape of the Relationship Between Gestational Age at Birth and Cognitive Development in a Nationally Representative U.S. Birth Cohort

Richards

Drews‐Botsch

Sales

et al. 2016

Paediatric Perinatal Epid

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“…17 Although limited by heterogeneity, one systematic review found that early-term births had poorer outcomes in terms of school performance, neurodevelopment, behavior, emotional status, and long-term social outcomes. 18 While further research is needed to tease out whether these outcomes are a consequence of gestational age at delivery solely (elective delivery) or due to the accompanying indications for early delivery, these reports support recommendations to avoid elective early-term deliveries.…”

Section: Long-term Infant Outcomesmentioning

confidence: 78%

What we have learned about scheduling elective repeat cesarean delivery at term

Tita

2016

Seminars in Perinatology

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The optimal timing of delivery in the setting of various clinical conditions and scenarios remains one of the most common questions for obstetric providers. Over the past 5-10 years, the optimal timing of delivery at term, particularly for elective repeat cesareans, has been the subject of considerable investigation and discussion. There is an increasing consensus that when women opt for an elective repeat cesarean delivery, it should be performed at term rather than preterm. The recent redefinition of the "term" period into early term (37-38 weeks), full-term (39-40 weeks), late term (41 weeks), and post term designations (≥42 weeks) underscores observed heterogeneity in outcomes following delivery at term. The American College of Obstetricians and Gynecologists currently recommends that elective repeat cesarean delivery be performed at full-term. Herein, the available data to support this recommendation regarding timing of elective repeat cesarean delivery are reviewed, including contributions from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) Maternal-Fetal Medicine Units (MFMU) Network.

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“…These children have a higher risk of short-term perinatal morbidity 2,5-7 and longterm developmental, behavioral, and learning difficulties. 8,[9][10][11][12][13][14][15][16][17][18] However, despite the evidence, there is still controversy regarding the actual impact of delivery before the end of gestation. For example, there is debate about the use of corrected postnatal age at the time of assessment of MPT and LPT infants.…”

Section: What This Study Addsmentioning

confidence: 99%

Gestational Age and Developmental Risk in Moderately and Late Preterm and Early Term Infants

Armijo

Pérez

2015

Pediatrics

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OBJECTIVES: The objective of this study was to evaluate the association between gestational age (GA) at birth and risk of developmental delay at 8 and 18 months of corrected postnatal age. METHODS: During 2008 to 2011, infants at a corrected postnatal age of 8 or 18 months attending health centers in Santiago, Chile, were recruited. Participants completed a form on biographical and demographic characteristics and the Chilean validated version of the Ages and Stages Questionnaires, Third Edition (ASQ). Logistic regression was used to detect the capacity of GA to predict scores < −2 SDs on the basis of the Chilean ASQ reference group, in at least 1 ASQ domain, adjusted by different control variables. RESULTS: A total of 1667 infants were included in the analysis. An inverse “dose response” relationship between developmental delay risk and GA at birth was found, both in the crude and adjusted models. Compared with those born full term, the odds ratio for developmental delay risk was 1.56 for those born early term (95% confidence interval [CI]: 1.19–2.06), 2.58 for infants born late preterm (95%CI: 1.66–4.01), and 3.01 for those born moderately preterm (95%CI: 1.59–5.71). CONCLUSIONS: An inverse dose-response relationship between GA and risk of developmental delay was found in the tested population. Future prospective studies and predictive models are needed to understand whether this higher developmental risk in moderately and late preterm infants is transient and modifiable or persists throughout life, allowing for better targeting of early-intervention strategies.

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A Systematic Review and Meta-Analysis of Long-Term Development of Early Term Infants

Cited by 71 publications

References 55 publications

Describing the Shape of the Relationship Between Gestational Age at Birth and Cognitive Development in a Nationally Representative U.S. Birth Cohort

Describing the Shape of the Relationship Between Gestational Age at Birth and Cognitive Development in a Nationally Representative U.S. Birth Cohort

What we have learned about scheduling elective repeat cesarean delivery at term

Gestational Age and Developmental Risk in Moderately and Late Preterm and Early Term Infants

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