Medical, cognitive, emotional, and behavioral outcomes in school-age children conceived by In-Vitro Fertilization

Levy-Shiff, Rachel; Vakil, Eli; Dimitrovsky, Lilly; Abramovitz, Miriam; Shahar, Norith; Har‐Even, Dov; Gross, Schlomo; Lerman, Maya; Levy, Izhak; Sirota, Lea; Fish, Benjamin

doi:10.1207/s15374424jccp2703_8

Cited by 80 publications

(50 citation statements)

References 34 publications

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“…Our findings are reassuring and in line with the recent studies in young IVF children [2,4,7,8,10,11,14,[19][20][21][22][23][24][25] and at primary school age [12,17,18]. Olivennes et al [17] found, in a follow-up study of 422 IVF children aged 6 to 13 years, according to the French school system, that 92.2% of the children had at least average school achievement.…”

Section: Discussionsupporting

confidence: 90%

“…In 1-to 9-year-old IVF children conceived from cryopreserved embryos, the same authors found comparable results for scholastic performance in the school-age children [18]. Levy-Shiff et al [12] examined 9-and 10-year-old IVF children in comparison with naturally conceived children recruited from the IVF children's schools and found that intelligence did not differ between the groups. In addition, our findings show also that the tendency of good educational outcome in IVF children continues at secondary school.…”

Section: Discussionmentioning

confidence: 92%

“…However, from an age of about 6 years, when school functioning becomes more important and cognitive demands increase, only a limited number of studies have evaluated the school performance of IVF children [12,17,18]. Although the data from these three studies indicate normal intellectual and school functioning, it can be questioned as to whether one may be conclusive yet on the overall educational outcome of IVF children.…”

Section: Introductionmentioning

confidence: 99%

“…Although the data from these three studies indicate normal intellectual and school functioning, it can be questioned as to whether one may be conclusive yet on the overall educational outcome of IVF children. No control groups were used and the children were a maximum of 13 years old [17,18], or the study was conducted on a relatively small number of children [12]. Most importantly, no single study has described IVF children's school functioning at secondary school yet.…”

Section: Introductionmentioning

confidence: 99%

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School functioning in 8- to 18-year-old children born after in vitro fertilization

et al. 2008

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The aim of this study was to examine the school functioning of 8-to 18-year-old children born after in vitro fertilization (IVF). We compared 233 children born after IVF to 233 matched control children born spontaneously from parents with fertility problems on measures of education level, general cognitive ability, school performance (need for extra help, repeating a grade, special education), and rates of learning and developmental disorders. No differences were found between IVF and control children on these measures of school functioning. More than 60% of adolescents at secondary school attended high academic levels (with access to high school or university). We conclude that children and adolescents born after IVF show good academic achievement and general cognitive ability. They do not experience any more educational limitations than the naturally conceived children and adolescents of the control group. The tendency of reassuring school functioning already found in younger IVF children has been shown to continue at secondary school age.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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School functioning in 8- to 18-year-old children born after in vitro fertilization

et al. 2008

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“…There were no differences in child adjustment between the IVF and naturally conceived children as rated by parents or teachers. Only one study, conducted in Israel, reported raised levels of emotional problems among IVF children of middle-school age (Levy-Shiff et al, 1998). In comparison with naturally conceived children, IVF children showed poorer adjustment to school as rated by teachers, and reported themselves to be more aggressive, more anxious, and more depressed.…”

Section: Children In Ivf Familiesmentioning

confidence: 99%

Socioemotional Development in Changing Families

Golombok

Tasker

2015

Handbook of Child Psychology and Developmental Science

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Since the latter part of the 20th century, dramatic changes have taken place to the structure of the family such that the traditional nuclear family headed by a heterosexual married couple is now in the minority. This chapter begins with a description of these changes and some of the key factors involved. The consequences of different family contexts for parent–child relationships and children's socioemotional development are then examined. These include single‐parent families, stepparent families, cohabiting parent families, families created through assisted reproductive technologies, and families headed by same‐sex parents. The specific issues and concerns raised by each family type are outlined, followed by a discussion of key empirical findings regarding parenting and child adjustment. The chapter ends by drawing on research relating to children in these different family forms to examine the relative importance of family structure and family processes for children's socioemotional development. The implications for policy and practice, and directions for future research, are also discussed.

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Cerebral Palsy, Autism Spectrum Disorders, and Developmental Delay in Children Born After Assisted Conception

Hvidtjørn¹,

Schieve²,

Schendel³

et al. 2009

Arch Pediatr Adolesc Med

139

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To assess the existing evidence of associations between assisted conception and cerebral palsy (CP), autism spectrum disorders (ASD), and developmental delay. Data Sources: Forty-one studies identified in a systematical PubMed and Excerpta Medica Database (EMBASE) search for articles published from January 1, 1996, to April 1, 2008. Study Selection: Studies written in English comparing children born after assisted conception with children born after natural conception assessing CP, ASD, and developmental delay, based on original data with a follow-up of 1 year or more. Main Exposures: In vitro fertilization (IVF) with or without intracytoplasmic sperm injection or ovulation induction with or without subsequent intrauterine insemination. Main Outcome Measures: Cerebral palsy, ASD, and developmental delay. Results: Nine CP studies showed that children born after IVF had an increased risk of CP associated with preterm delivery. In our meta-analysis including 19 462 children exposed to IVF, we estimated a crude odds ratio of 2.18 (95% confidence interval, 1.71-2.77). Eight ASD studies and 30 studies on developmental delay showed inconsistent results. No studies assessed the risk of CP, ASD, or developmental delay in children born after ovulation induction exclusively.

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Medical, cognitive, emotional, and behavioral outcomes in school-age children conceived by In-Vitro Fertilization

Cited by 80 publications

References 34 publications

School functioning in 8- to 18-year-old children born after in vitro fertilization

School functioning in 8- to 18-year-old children born after in vitro fertilization

Socioemotional Development in Changing Families

Cerebral Palsy, Autism Spectrum Disorders, and Developmental Delay in Children Born After Assisted Conception

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