Neurodevelopmental Disability Through 11 Years of Age in Children Born Before 26 Weeks of Gestation

Johnson, Samantha; Fawke, Joe; Hennessy, Enid; Rowell, Vicky; Thomas, Sue; Wolke, Dieter; Marlow, Neil

doi:10.1542/peds.2008-3743

Cited by 244 publications

(232 citation statements)

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“…Follow-up studies have shown that these children are often confronted with developmental problems and psychiatric diagnoses in late childhood and early adolescence (2)(3)(4)(5)(6)(7)(8)(9). Studies also suggest a link between extreme prematurity and autism spectrum disorder (ASD), characterised by persistent deficits in social communication and social interaction, and restrictive and repetitive patterns of behaviours, interests or activities (10).…”

Section: Introductionmentioning

confidence: 99%

Extremely Preterm Born Children at Very High Risk for Developing Autism Spectrum Disorder

Verhaeghe

Dereu

Warreyn

et al. 2015

Child Psychiatry Hum Dev

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This study aimed to provide a more comprehensive picture of the prevalence of autism spectrum disorder (ASD) in a geographic cohort of extremely preterm born adolescents by using established diagnostic instruments in addition to screening instruments. 53 participants passed a screening procedure with two screening instruments and a diagnostic evaluation with a semistructured assessment and a parent interview. 28% of the adolescents had a community based clinical diagnosis of ASD. When research diagnoses were also taken into account, this rate increased to 40%. Intellectual disability, language impairment and behavioural difficulties are characteristic for these children with ASD. This study is to our knowledge the first to use ASDspecific diagnostic instruments to confirm ASD diagnoses in extremely preterm born children in early adolescence. The study expands findings of previous research and raises the need for follow-up into late childhood and early adolescence.

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Section: Introductionmentioning

confidence: 99%

Extremely Preterm Born Children at Very High Risk for Developing Autism Spectrum Disorder

Verhaeghe

Dereu

Warreyn

et al. 2015

Child Psychiatry Hum Dev

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“…These comprised two cohorts of children from the EPICure Study, [13][14][15] a longitudinal epidemiological study of outcome following extremely preterm birth in the UK and Ireland (http://www.epicure.ac.uk). The first group comprised a national cohort of all infants who were born extremely preterm (£25wks' gestation) in the whole of the UK and Ireland from 1 March to 31 December 1995.…”

Section: Methods Participantsmentioning

confidence: 99%

“…(Descriptions of these cohorts have been published previously. [13][14][15] ) Parents and children received study information leaflets and parents provided informed consent for their child's participation at both 6 and 11 years. …”

mentioning

confidence: 99%

Assessing educational outcomes in middle childhood: validation of the Teacher Academic Attainment Scale

Johnson

Marlow

Wolke

2012

Develop Med Child Neuro

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SEN Special educational needs TAAS Teacher Academic Attainment Scale WIAT-II Wechsler Individual Achievement Test, 2nd (UK) editionAIM Assessing educational outcomes in high-risk populations is crucial for defining long-term outcomes. As standardized tests are costly and time-consuming, we assessed the use of the Teacher Academic Attainment Scale (TAAS) as an outcome measure.METHOD Three hundred and forty three children in mainstream schools aged 10 to 11 years (144 males, 199 females; 190 extremely preterm and 153 term; mean age 10y 9mo, SD 5.5mo, range 9y 8mo-12y 3mo) were assessed using the reading and mathematics scales of the criterion standard Wechsler Individual Achievement Test, 2nd (UK) edition (WIAT-II). Class teachers completed the TAAS, a seven-item questionnaire for assessing academic attainment. The TAAS was also completed at 6 years of age for 266 children.RESULTS Cronbach's alpha 0.95 indicated excellent internal consistency, and the correlation between TAAS scores at 6 and 11 years indicated good test-retest reliability (r=0.77, p<0.001). Significantly higher TAAS scores for term vs preterm children demonstrated discriminative validity. TAAS scores at 6 and 11 years were significantly correlated with WIAT-II reading (r=0.69 and 0.75, p<0.001) and mathematics (r=0.75 and 0.82, p<0.001) scores, demonstrating good predictive and concurrent validity respectively. TAAS scores of <2.5 were good predictors of learning difficulties. INTERPRETATIONThe TAAS is a brief, psychometrically sound teacher-report of academic attainment that yields continuous and categorical outcomes. It provides a cost-and time-efficient outcome measure for large-scale studies.Longitudinal studies of high-risk populations have shown that early insult to the developing brain can have major consequences that persist far beyond the initial period of recovery. Even in the absence of neurosensory disabilities, infants may be at risk of more subtle residual impairments that impact upon school performance. The adverse effects of perinatal illness on educational outcomes have been documented for a range of high-risk populations including infants who required surgery, 1 those with neonatal encephalopathy, 2 meningitis in infancy, 3 and children born preterm 4,5 or small for gestational age. 6 Quantifying scholastic performance is crucial for assessing the spectrum of long-term outcomes in epidemiological and cohort studies. Formal norm-referenced tests of academic attainment are frequently used as outcome measures but require administration by qualified examiners, are costly and time consuming, and are often difficult to implement in largescale investigations. Furthermore, cross-cultural studies often necessitate the use of different language-and curriculumspecific outcome measures, making international comparisons problematic, both conceptually and statistically.Teachers are well placed to comment on a child's school performance, and previous studies have shown that they are able to provide accurate judgements of attainment compared wit...

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“…Studies have characterized the peculiarities of preterm infant development (1)(2)(3) as complications suffered early (7)(8) , and at later ages (9)(10)(11)(12) , showing losses or damages in various dimensions. However, they have focused the assessment of deficits on abilities and behaviors in specific areas such as speech, motor function, or school learning through standardized tests.…”

Section: Introductionmentioning

confidence: 99%

Development of premature children: caregivers' understanding according to the Bioecological Theory

Lemos

Veríssimo

2015

Rev. esc. enferm. USP

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Objective: Understanding the conceptions of premature children caregivers on child development and associated factors. Method: An exploratory-descriptive qualitative study of 12 families with children under three years of age. Interviews were submitted to thematic content analysis, systematized into the categories of Bioecological Theory of Human Development: Process, Person, Context and Time, and in the Functional Development category. Results: There are concerns about impairment in the current and future development of a Person/child defined as fragile as a result of premature birth (Time dimension), minimized by the scope of observable competencies such as motor skills. The Context, especially family and health services, and Proximal Processes, described as one-way caregiver interactions, are considered determinants of development. Functional Development is considered a natural consequence and result of education. The support network is crucial, supporting or limiting care. Conclusion: Concerns about the development mobilize caregivers to stimulate the premature child/person and requests family and healthcare assistance.

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Neurodevelopmental Disability Through 11 Years of Age in Children Born Before 26 Weeks of Gestation

Abstract: Extremely preterm children remain at high risk for neurodevelopmental disability at 11 years of age compared with term peers. The prevalence of disability remained stable between 6 and 11 years of age, and large individual shifts in classification of disability were unusual.

Cited by 244 publications

References 29 publications

Extremely Preterm Born Children at Very High Risk for Developing Autism Spectrum Disorder

Extremely Preterm Born Children at Very High Risk for Developing Autism Spectrum Disorder

Assessing educational outcomes in middle childhood: validation of the Teacher Academic Attainment Scale

Development of premature children: caregivers' understanding according to the Bioecological Theory

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