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Perceptual-motor, visual and cognitive ability in very low birthweight preschool children without neonatal ultrasound

M G Torrioli1, M F Frisone, L Bonvini

  • 1Child Neurology and Psychiatry Unit of UCSC, School of Medicine, Policlinico Gemelli, UCSC, Largo Gemelli, 8 I-00168, Roma, Italy.

Brain & Development
|May 18, 2000
PubMed

Insights

Children born preterm with very low birth weight often show deficits in perceptual-motor skills and attention. Early assessment of visual and perceptual-motor abilities is crucial for preventing later behavioral and learning issues.

Area of Science:

  • Developmental Pediatrics
  • Neuroscience
  • Child Psychology

Background:

  • Preterm birth and very low birth weight are associated with increased risks for neurodevelopmental challenges.
  • Neonatal brain disorders and abnormal cerebral ultrasound findings are known risk factors, but outcomes in preterm children without these indicators require further investigation.

Purpose of the Study:

  • To assess preschool-aged children born preterm without neonatal brain disorders for visual, perceptual-motor, attention, behavioral, and cognitive functions.
  • To compare these outcomes with a matched group of term-born children.

Main Methods:

  • A cohort of 36 preterm children (very low birth weight) and a matched control group of term children were evaluated.
  • Assessments included visual, perceptual-motor, attention, behavioral, and cognitive functions.

Main Results:

  • The preterm group exhibited significantly lower perceptual-motor skills, with impaired spatial attention accuracy and a higher incidence of stereopsis impairment.
  • Behavioral disorders, including emotional immaturity and hyperactivity, were significantly more frequent in the preterm group.

Conclusions:

  • Preterm children, even without diagnosed neonatal brain disorders, may experience subtle neurodevelopmental deficits.
  • Longitudinal assessment of visual functions and perceptual-motor abilities is recommended for early identification and prevention of school-related behavioral and learning problems.

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