School-age outcomes of late preterm infants in New York City

Lipkind, Heather S.; Slopen, Meredith; Pfeiffer, Melissa R.; McVeigh, Katharine H.

doi:10.1016/j.ajog.2012.01.007

Cited by 96 publications

(64 citation statements)

References 21 publications

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“…Studies conducted up until childhood and young adulthood suggest that individuals born late preterm may be at an increased risk of neurodevelopmental disabilities (eg, mental retardation, cerebral palsy), [22][23][24] they more often experience school-related problems, 22,[25][26][27][28] and they perform poorer on academic achievement and neurocognitive tests. 22,26,27,[29][30][31][32][33][34][35][36] The literature is not entirely consistent: some studies have found no differences in neurocognitive performance between those born late preterm and term.…”

Section: What This Study Addsmentioning

confidence: 99%

“…22,26,27,[29][30][31][32][33][34][35][36] The literature is not entirely consistent: some studies have found no differences in neurocognitive performance between those born late preterm and term. 30 4 We also excluded 30 participants with a history of stroke, 6 with Parkinson's disease, and 1 who discontinued the CERAD-NB (n = 37 [3.3%] …”

Section: What This Study Addsmentioning

confidence: 99%

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Late Preterm Birth and Neurocognitive Performance in Late Adulthood: A Birth Cohort Study

et al. 2015

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OBJECTIVES: We studied if late preterm birth (34 weeks 0 days-36 weeks 6 days of gestation) is associated with performance on the Consortium to Establish a Registry for Alzheimer's Disease Neuropsychological Battery (CERAD-NB) in late adulthood and if maximum attained lifetime education moderated these associations.METHODS: Participants were 919 Finnish men and women born between 1934 and 1944, who participated in the Helsinki Birth Cohort Study. They underwent the CERAD-NB at a mean age of 68.1 years. Data regarding gestational age (late preterm versus term) were extracted from hospital birth records, and educational attainment data were gathered from Statistics Finland.RESULTS: After adjustment for major confounders, those born late preterm scored lower on word list recognition (mean difference: -0.33 SD; P = .03) than those born at term. Among those who had attained a basic or upper secondary education, late preterm birth was associated with lower scores on word list recognition, constructional praxis, constructional praxis recall, clock drawing, Mini-Mental State Examination, and memory total and CERAD total 2 compound scores (mean differences: .0.40 SD; P values ,.05), and had a 2.70 times higher risk of mild cognitive impairment (Mini-Mental State Examination score: ,26 points) (P = .02). Among those with tertiary levels of education, late preterm birth was not associated with CERAD-NB scores.CONCLUSIONS: Our findings offer new insight into the lifelong consequences of late preterm birth, and they add late preterm birth as a novel risk factor to the list of neurocognitive impairment in late adulthood. Our findings also suggest that attained lifetime education may mitigate aging-related neurocognitive impairment, especially among those born late preterm. WHAT'S KNOWN ON THIS SUBJECT:More than 70% of all preterm deliveries are late preterm (34-36 weeks of gestation). Existing evidence suggests that compared with those born at term, those born late preterm score lower on neurocognitive tests in childhood and young adulthood. WHAT THIS STUDY ADDS:The effect of late preterm birth on neurocognitive performance persists up to late adulthood, especially among those who have only a basic or upper secondary level of education. Late preterm birth is also associated with a risk of memory impairments.

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Section: What This Study Addsmentioning

confidence: 99%

Section: What This Study Addsmentioning

confidence: 99%

Late Preterm Birth and Neurocognitive Performance in Late Adulthood: A Birth Cohort Study

et al. 2015

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“…11 As a result, LPIs have increased need for individualized educational plans and special education services. 11,12 Prediction of which LPIs will experience potential future challenges requires longitudinal assessment from infancy to school age, to compare earlier developmental testing with school age outcomes and identify early signs for targeting with early intervention. Our previous work using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), found that LPIs had worse neurodevelopmental outcomes than FTIs at 24 months.…”

Section: What This Study Addsmentioning

confidence: 99%

Late Preterm Infants and Neurodevelopmental Outcomes at Kindergarten

et al. 2015

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BACKGROUND AND OBJECTIVE: Late preterm infants (LPIs) (gestation 34 weeks and 0 days to 36 weeks and 6 days) compared with full-term infants (FTIs) are at increased risk for mortality and short-and long-term morbidity. The objective of this study was to assess the neurodevelopmental outcomes in a longitudinal cohort study of LPIs from infancy to school age and determine predictive values of earlier developmental testing compared with school-age testing. METHODS:We used general estimating equations to calculate the odds of school readiness in a nationally representative cohort of 4900 full-term and 950 late preterm infants. We generated positive and negative predictive values of the ability of the 24-month Mental Developmental Index (MDI) scores of the Bayley Short Form, Research Edition, to predict Total School Readiness Score (TSRS) at kindergarten age.RESULTS: In multivariable analysis, late preterm infants had higher odds of worse TSRSs (adjusted odds ratio 1.52 [95% confidence interval 1.06-2.18], P = .0215). The positive predictive value of a child having an MDI of ,70 at 24 months and a TSRS ,5% at kindergarten was 10.4%. The negative predictive value of having an MDI of .70 at 24 months and a TSRS .5% was 96.8%. Most infants improved score ranking over the study interval.CONCLUSIONS: LPIs continue to be delayed at kindergarten compared with FTIs. The predictive validity of having a TSRS in the bottom 5% given a MDI ,70 at 24 months was poor. A child who tested within the normal range (.85) at 24 months had an excellent chance of testing in the normal range at kindergarten. WHAT'S KNOWN ON THIS SUBJECT:Late preterm infants, compared with full-term infants, have less proficiency in reading and math at school age, with increased need for individualized educational plans and special education services. They also have lower cognitive performance on standardized IQ exams.WHAT THIS STUDY ADDS: Late preterm infants have worse outcomes at school entry, and development is variable during the preschool years, so socioeconomic status, language spoken in the home, maternal education, maternal race, and being a late preterm infant have a large impact.

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“…estudios recientes nos alertan además sobre una elevada prevalencia de problemas en la esfera de la salud mental, como trastornos emocionales, problemas del comportamiento y Síndrome de Déficit atencional, aspectos que podrían contribuir al menor rendimiento académico [36][37][38][39] . Parecería que el riesgo es inversamente proporcional a la eG, alcanzando un nadir a las 39 semanas, al igual que se ha reportado en relación a la morbilidad general 31,[40][41][42] . a pesar que la evidencia es cada vez más contundente, los estudios son relativamente nuevos, la mayoría corresponde a cohortes poblacionales retrospectivas, y carecen de uniformidad en la edad de evaluación, en las escalas de medición utilizadas y en el análisis de las variables confundentes, quedando varias controversias por resolver.…”

Section: Morbi-mortalidad De Los Prematuros Tardíosunclassified

Prematuros tardíos: un grupo de riesgo de morbilidad a corto y largo plazo

2012

Rev. chil. pediatr.

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School-age outcomes of late preterm infants in New York City

Cited by 96 publications

References 21 publications

Late Preterm Birth and Neurocognitive Performance in Late Adulthood: A Birth Cohort Study

Late Preterm Birth and Neurocognitive Performance in Late Adulthood: A Birth Cohort Study

Late Preterm Infants and Neurodevelopmental Outcomes at Kindergarten

Prematuros tardíos: un grupo de riesgo de morbilidad a corto y largo plazo

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