Risk for later school problems in preterm children who do not cooperate for preschool developmental testing

Area of Science:

• Pediatrics
• Developmental Psychology
• Child Psychiatry

Background:

• Developmental testing is crucial for identifying potential issues in preterm infants.
• Cooperation during testing can be a challenge for some preterm children.
• Early identification of developmental delays is essential for timely intervention.

Purpose of the Study:

• To investigate if preterm children (born at or before 32 weeks' gestation) who were uncooperative for developmental testing at 3.5 to 4.5 years old were more likely to experience school problems later.
• To compare the school-age outcomes of uncooperative preterm children with those who completed early developmental assessments.

Main Methods:

• A cohort of 118 preterm children (<=32 weeks' gestation) underwent developmental testing using the McCarthy Scales of Children's Abilities at 3.5 to 4.5 years old.
• At 7 to 10 years old, parents completed the Child Behavior Checklist, and teachers completed the Teacher's Report Form to assess behavior and school functioning.

Main Results:

• Children who were untestable at the earlier assessment showed more somatic complications and attention problems.
• These children scored higher on the Total Problems Scale and Internalizing Scale on parent and teacher reports.
• Children who were untestable were twice as likely to require school support compared to those who completed testing.

Conclusions:

• Preterm children born at or before 32 weeks' gestation who exhibit uncooperative behavior during developmental testing require careful monitoring.
• These children should be screened for school and behavioral difficulties during their school-age years.