Communicative and linguistic development in preterm children: a longitudinal study from 12 to 24 months

Cattani, Allegra; Bonifacio, Séréna; Fertz, Mariacristina; Iverson, Jana M.; Zocconi, Elisabetta; Caselli, María Cristina

doi:10.3109/13682820902818870

Cited by 47 publications

(16 citation statements)

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“…Regarding the Hearing and Language quotient, it is relevant to note that most of the infants did not present an index of delay, defined as a score < 1 DS. This result is unexpected and is not in line with previous studies (Cattani et al, 2010;Sansavini et al, 2011;Ballantyne et al, 2016;Ionio et al, 2016;Cheong et al, 2017;de Jong et al, 2017;Lean et al, 2018;Pisoni et al, 2018), in which preterm infants have shown worse linguistic development than FT ones. A possible explanation could regard the time of assessment: all the previously mentioned studies mainly focused on the 2nd year postpartum, while the present study focused on the 1st year postpartum.…”

Section: Discussioncontrasting

confidence: 95%

Developmental Dimensions in Preterm Infants During the 1st Year of Life: The Influence of Severity of Prematurity and Maternal Generalized Anxiety

et al. 2020

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Background: The literature has recognized premature birth as a risk factor for infant development and maternal anxiety. This study investigated the impact of the severity of birth weight, as well as of maternal anxiety at 3 months of infants' corrected age, on infants' outcomes during the 1st year postpartum. Moreover, it described the longitudinal trajectories of developmental outcomes, additionally exploring the impact of anxiety. Methods: The study compared 147 mothers and their 147 newborns, differentiated in 25 Extremely Low Birth Weight (ELBW), 41 Very Low Birth Weight (VLBW), and 81 Full-Term (FT) infants. At 3, 9, and 12 months (corrected age in the case of preterm infants) the level of infants' development was investigated according to the 5 quotients (Locomotor, Personal and Social, Hearing and Language, Eye-hand Coordination and Performance) of the Griffiths Mental Development Scales (GMDS-R). During the assessment of 3 months, mothers fulfilled Penn State Worry Questionnaire (PSWQ) to evaluate the presence of generalized anxiety. Results: Among the 5 GMDS-R quotients, significant effect of severity of birth weight emerged only for Performance quotient: preterm infants (ELBW at 3 months; VLBW at 12 months) showed lower scores than FT ones. Moreover, this quotient decreased from 3 to 9 and to 12 months for VLBW and FT infants, while it was stable for ELBW ones. A significant interaction between severity of birth weight and maternal anxiety emerged for Hearing and Language and Locomotor quotients. In the first case, scores for ELBW infants, independently from maternal anxiety, decreased from 9 to 12 months. The same results emerged for VLBW infants, in the case of non-anxious mothers. Regarding Locomotor quotient, mean scores decreased from 3 to 9 and to 12 months for all groups in the case of non-anxious mothers. Conversely, when mothers were anxious, this decrease emerged only for VLBW infants. Lastly, ELBW, VLBW and FT showed difference in the growth and slope of the trajectories of different quotients.

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Section: Discussioncontrasting

confidence: 95%

Developmental Dimensions in Preterm Infants During the 1st Year of Life: The Influence of Severity of Prematurity and Maternal Generalized Anxiety

et al. 2020

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“…Furthermore, to explore more thoroughly our data, group comparisons were also performed by controlling for child chronological age, but no significant differences emerged as well. The choice of performing this kind of control was motivated by recent literature suggesting that employing both corrected and chronological age criteria could provide more complete information and help clinicians to distinguish children who can be at risk of language delays from those who are more likely to catch up with their initial delays [ 57 ]. Moreover, putting aside the considerations on the use of age correction for low-risk preterm children, the inclusion of chronological age as a covariate allowed us to control for slight age differences in all children participating in the study.…”

Section: Discussionmentioning

confidence: 99%

Speech and Language Skills of Low-Risk Preterm and Full-Term Late Talkers: The Role of Child Factors and Parent Input

Suttora

Guarini

Zuccarini

et al. 2020

IJERPH

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Among children in the third year of life, late talkers comprise from 9% to 20%. This range seems to increase when addressing preterm children. This study examined video-recorded child spontaneous speech during parent–child book sharing as well as linguistic skills reported through the MacArthur Bates Communicative Development Inventories (MB-CDI) Short Form in 61 late talkers aged 30 months old (26 low-risk preterm, 8 females; 35 full-term, 12 females). Differences between low-risk preterm and full-term late talkers in child language measures and parental speech input were tested, as were the roles of child and parent factors on child language. Low-risk preterm and full-term late talkers showed similar speech and language skills. Similarly, no differences were found in measures of parental speech between groups. Child cognitive score, chronological age, and low-risk preterm status were positively associated with lexical diversity, rate, and composition of child speech production, whereas family history for language and/or learning disorders as well as parent measures of lexical diversity, rate, and grammatical complexity were negatively associated with the above child variables. In addition, child cognitive score and low-risk preterm status were positively associated with the MB-CDI measures of word and sentence production. Findings are discussed in terms of the need of good practices when following up on low-risk preterm children and of interventions targeting parents’ input to preterm and full-term late talkers.

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“…En el presente trabajo se comprobaron, en un grupo de prematuros con riesgo de daño cerebral perinatal sometidos a Terapia Neurohabilitatoria, los beneficios específicos sobre la adquisición del lenguaje derivados del entrenamiento ofrecido a los padres para aplicarlo con sus bebés en el primer año de vida y de forma sostenida durante este tiempo. Como se señaló en la introducción de este artículo, los estudios comparativos acerca de la adquisición temprana del lenguaje en bebés prematuros y de término, realizados generalmente en pre-escolares y escolares, han reportado hallazgos controversiales; por un lado, unos reportan un retraso en sus habilidades de lenguaje, comparados con bebés nacidos a término (Sansavini et al, 2006;Foster-Cohen et al, 2007;Kern & Gayrau, 2007;Ortiz-Mantilla et al, 2008;Wolke et al, 2008;Guarini et al, 2009;Stolt et al, 2009;Stolt et al, 2011); por otro lado, otros no han encontrado diferencias significativas al comparar ambos grupos (Cattani et al, 2010;Pérez-Pereira & Resches, 2011) cuando se hace una corrección de la edad y se iguala el nivel cognoscitivo. Es difícil decidir cuál de estos dos tipos de hallazgos es el correcto, pero lo que sí sugieren los resultados del presente trabajo es que es posible encontrar puntuaciones normales cuando se utilizan pruebas estandarizadas y se lleva a cabo la corrección por la edad, teniendo una variable interventora en el proceso.…”

Section: Discussionunclassified

“…Mientras algunos estudios han encontrado que los bebés prematuros tienen un retraso en sus habilidades de lenguaje comparados con bebés nacidos a término (Magill-Evans & Harrison, 1999;2001;Sansavini, Guarini, Alessandroni, Faldella, Giovanelli, & Salvioli, 2006;Foster-Cohen, Edgin, Champion, & Woodward, 2007;Kern & Gayrau, 2007;OrtizMantilla, Choudhury, Leevers, & Benasich, 2008;Wolke, Samara, Bracewell, & Marlow, 2008;Guarini et al, 2009;Stolt, Haataja, Lapinleimu, & Lehtonen, 2009;Stolt, Lehtonen, Haataja, & Lapenleimu, 2011), en otros no se han encontrado diferencias significativas al comparar ambos grupos (Menyuk et al, 1991;Cattani et al, 2010;Pérez-Pereira & Resches, 2011) cuando se hace una corrección de la edad y se iguala el nivel cognoscitivo.…”

Section: Introductionunclassified

Los padres como promotores del desarrollo de lenguaje de bebés prematuros: propuesta de intervención temprana

Calderón-Carrillo¹,

Ricardo-Garcell²,

Cycyk³

et al. 2018

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Los padres como promotores del desarrollo de lenguaje de bebés prematuros: propuesta de intervención tempranaResumen. Cualquier programa de intervención puede beneficiarse de la participación de los padres, pero es necesario darles información de cómo pueden estimular el lenguaje de sus hijos. El objetivo fue entrenar a los padres acerca de lo que debían esperar del desarrollo del lenguaje de sus hijos y brindarles técnicas de estimulación de este para evitar secuelas. Se estudiaron 21 bebés prematuros mexicanos y se comprobó que, después del entrenamiento, los padres se sentían más capaces de estimular a sus hijos. A los bebés se les aplicó una prueba de lenguaje al año y a los tres años de edad; en ambas obtuvieron puntajes normales para su edad. Se concluye que los padres son buenos promotores del lenguaje en bebés prematuros.Palabras clave. Intervención temprana, lenguaje, prematurez, desarrollo del lenguaje, educación de padres.Abstract. Any program of intervention can benefit from the participation of parents. It is necessary to give parents information about what they can do to stimulate the language of their children. This paper aimed to train parents on what to expect in the language development of children, and to teach them techniques of stimulation with the purpose of preventing negative consequences in language development. The sample consisted of 21 premature babies. It was found that, after the training, the parents felt more confident in facilitating the language of their children. The children's language abilities at 12 months and 36 months were tested. The children obtained typical scores. It was concluded that parents are good promoters of language development in premature babies.

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Communicative and linguistic development in preterm children: a longitudinal study from 12 to 24 months

Cited by 47 publications

References 48 publications

Developmental Dimensions in Preterm Infants During the 1st Year of Life: The Influence of Severity of Prematurity and Maternal Generalized Anxiety

Developmental Dimensions in Preterm Infants During the 1st Year of Life: The Influence of Severity of Prematurity and Maternal Generalized Anxiety

Speech and Language Skills of Low-Risk Preterm and Full-Term Late Talkers: The Role of Child Factors and Parent Input

Los padres como promotores del desarrollo de lenguaje de bebés prematuros: propuesta de intervención temprana

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