Classroom-evaluated school performance at nine years of age after very preterm birth

Jansen, Lisette; Peeters-Scholte, Cacha; Bruine, Sica Wiggers-de; Berg-Huysmans, Annette van den; Klink, Jeanine M.M. van; Rijken, Monique; Vermeiren, Robert; Steggerda, Sylke J.

doi:10.1016/j.earlhumdev.2019.104834

Cited by 4 publications

(4 citation statements)

References 26 publications

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“…[39][40][41] Premature children are also at higher risk of falling behind academically, performing poorly on standardized testing, repeating grade levels, and requiring special education services compared to their term peers. [42][43][44] While Spanish-speaking families in our study were less likely to report that their child receives special education services, it is unclear whether this represents a true difference in services received or differences in parental understanding of services available within school systems. The literature suggests the later: Spanish-speaking families tend to have overall lower rates of direct engagement with the school system compared to English-speaking families, due in part to feeling intimidated and having different cultural values that create a sense of deference to professionals.…”

Section: Discussionmentioning

confidence: 71%

Parental Primary Language, Access to Care, And Parental Report of Developmental Delays Among Premature Infants

Sternad,

McPheeters,

Heinrich

et al. 2024

Preprint

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Objectives: We sought to determine if premature infants of Spanish-speaking caregivers had poorer access to healthcare and higher prevalence of reported developmental delays compared to an English-speaking cohort. Methods:This study used 2016-2018 National Survey of Children’s Health (NSCH) data. Our outcomes were (1) various measure of access to healthcare and (2) caregiver reported developmental delay. Results: Premature children in Spanish-speaking families were less likely to have a medical home (29.1% vs. 49.3%, p<0.001) or primary care provider (58.0% vs. 73.7%, p<0.001); their caregivers were more likely to report their child having difficulty using their hands (28.1% vs. 11.3%, p=0.03) but less likely to report having a formal diagnosis of developmental delay (8.7% vs. 14.5%, p = 0.05). Conclusions: In a national sample, Spanish-speaking families of premature infants reported difficulty accessing a medical home, preventative services, and a formal diagnosis of developmental delay, despite reporting more concerns about specific delays.

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Section: Discussionmentioning

confidence: 71%

Parental Primary Language, Access to Care, And Parental Report of Developmental Delays Among Premature Infants

Sternad,

McPheeters,

Heinrich

et al. 2024

Preprint

View full text Add to dashboard Cite

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“…Cognitive outcomes at school age after preterm brain injuries were reported by 16 studies using 25 different cognitive assessment tools — limiting the potential for meta-analysis (online supplemental file 3). 16 17 21 22 24–35 Educational outcomes were reported by five studies 21 22 26 30 35…”

Section: Resultsmentioning

confidence: 99%

“…However, an association with reading OR 3.62 (95% CI 1.59 to 8.24), spelling OR 4.48 (95% CI 1.8 to 11.2), and arithmetic OR 2.79 (95% CI 1.2 to 6.48) impairment was demonstrated 26. Most studies highlighted cognitive effects after WMI 17 30 33 35…”

Section: Resultsmentioning

confidence: 99%

School-age outcomes of children after perinatal brain injury: a systematic review and meta-analysis

Rees

Callan

Chadda

et al. 2023

bmjpo

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BackgroundOver 3000 children suffer a perinatal brain injury in England every year according to national surveillance. The childhood outcomes of infants with perinatal brain injury are however unknown.MethodsA systematic review and meta-analyses were undertaken of studies published between 2000 and September 2021 exploring school-aged neurodevelopmental outcomes of children after perinatal brain injury compared with those without perinatal brain injury. The primary outcome was neurodevelopmental impairment, which included cognitive, motor, speech and language, behavioural, hearing or visual impairment after 5 years of age.ResultsThis review included 42 studies. Preterm infants with intraventricular haemorrhage (IVH) grades 3–4 were found to have a threefold greater risk of moderate-to-severe neurodevelopmental impairment at school age OR 3.69 (95% CI 1.7 to 7.98) compared with preterm infants without IVH. Infants with perinatal stroke had an increased incidence of hemiplegia 61% (95% CI 39.2% to 82.9%) and an increased risk of cognitive impairment (difference in full scale IQ −24.2 (95% CI –30.73 to –17.67) . Perinatal stroke was also associated with poorer academic performance; and lower mean receptive −20.88 (95% CI –36.66 to –5.11) and expressive language scores −20.25 (95% CI –34.36 to –6.13) on the Clinical Evaluation of Language Fundamentals (CELF) assessment. Studies reported an increased risk of persisting neurodevelopmental impairment at school age after neonatal meningitis. Cognitive impairment and special educational needs were highlighted after moderate-to-severe hypoxic-ischaemic encephalopathy. However, there were limited comparative studies providing school-aged outcome data across neurodevelopmental domains and few provided adjusted data. Findings were further limited by the heterogeneity of studies.ConclusionsLongitudinal population studies exploring childhood outcomes after perinatal brain injury are urgently needed to better enable clinicians to prepare affected families, and to facilitate targeted developmental support to help affected children reach their full potential.

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“…Academic performance is associated with long-term health and life chances ( 34 ). A major question for parents of a preterm child is whether their child will be able to follow a regular educational trajectory.…”

Section: Discussionmentioning

confidence: 99%

The Need for Special Education Among ELBW and SGA Preterm Children: A Cohort Study

Beek¹,

Par

Horst

et al. 2021

Front. Pediatr.

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Background: Preterm infants with pre- or postnatal growth restriction may have an additional risk of adverse neurodevelopmental outcome. Whereas reduced cognitive ability and behavioral problems have consistently been associated with prematurity, a more comprehensive evaluation is necessary to identify those preterm infants who are at increased risk for difficulties in school performance. This study evaluated the association between extremely low birth weight (ELBW) and the need for special education and determined if there is an additional risk for the need for special education among small for gestational age (SGA) children.Methods: This is a single-center cohort study including singleton children born below 30 weeks' gestation between 1990 and 2011 and followed into 2019. ELBW + was defined as a birth weight below 1,000 g, which was compared to ELBW–. Within all ELBW+ children, SGA+ was defined as a birth weight <10th percentile according to Fenton, which was compared to SGA–. The dichotomous outcome measurement was the need for special education at 8 years of age or not, reflecting if the children required a special educational setting designed to accommodate educational, behavioral, and/or medical needs.Results: In total, 609 children were eligible for follow-up, of whom 390 (64%) children were assessed at 8 years. Of these, 56 (14%) children needed special education, most often determined by cognitive deficiency (43%), behavioral problems (29%), or both (16%). Among the 191 ELBW+ children, 35 (18%) attended special education, compared to 21 (11%) among ELBW– children (p-value 0.041). A decreasing risk for the need for special education was found from 25% in ELBW+/SGA+ children to 16% in ELBW+/SGA– children and 11% in ELBW–/SGA– children (p-value 0.025). Multivariable logistic regression showed an odds ratio of 2.88 (95% CI 1.20–6.78) for ELBW+/SGA+ children vs. ELBW–/SGA– children for the need for special education.Conclusions: This study showed that ELBW children are at increased risk for the need for special education compared to non-ELBW children. In addition, children that are both ELBW and SGA do have the highest risk for the need for special education. Classifying children as ELBW and SGA can be useful in follow-up for identifying preterm children with an additional risk for adverse long-term outcome.

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Classroom-evaluated school performance at nine years of age after very preterm birth

Cited by 4 publications

References 26 publications

Parental Primary Language, Access to Care, And Parental Report of Developmental Delays Among Premature Infants

Parental Primary Language, Access to Care, And Parental Report of Developmental Delays Among Premature Infants

School-age outcomes of children after perinatal brain injury: a systematic review and meta-analysis

The Need for Special Education Among ELBW and SGA Preterm Children: A Cohort Study

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