Do healthy preterm children need neuropsychological follow-up? Preschool outcomes compared with term peers

Anna M. Dall'oglio, Barbara Rossiello, Maria F. Coletti, Massimiliano Bultrini, Chiara De Marchis, Lucilla RavÀ, Cristina Caselli, Silvana Paris, Marina Cuttini

Research output: Contribution to journalArticle

Abstract

Aim: The aim of this study was to determine neuropsychological performance (possibly predictive of academic difficulties) and its relationship with cognitive development and maternal education in healthy preterm children of preschool age and age-matched comparison children born at term. Method: A total of 35 infants who were born at less than 33 weeks' gestational age and who were free from major neurosensory disability (16 males, 19 females; mean gestational age 29.4wk, SD 2.2wk; mean birthweight 1257g, SD 327g) and 50 term-born comparison children (25 males, 25 females; mean birthweight 3459g, SD 585g) were assessed at 4 years of age. Cognition was measured using the Griffiths Mental Development scales while neuropsychological abilities (language, short-term memory, visual-motor and constructive spatial abilities, and visual processing) were assessed using standardized tests. Multivariable regression analysis was used to explore the effects of preterm birth and sociodemographic factors on cognition, and to adjust neuropsychological scores for cognitive level and maternal education. Results: The mean total Griffiths score was significantly lower in preterm than in term children (97.4 vs 103.4; p

Original languageEnglish
Pages (from-to)955-961
Number of pages7
JournalDevelopmental Medicine and Child Neurology
Volume52
Issue number10
DOIs
Publication statusPublished - Oct 2010

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ASJC Scopus subject areas

  • Clinical Neurology
  • Pediatrics, Perinatology, and Child Health
  • Developmental Neuroscience

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