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Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale
Published on: August 25, 2014
Educational and behavioural problems in babies of 32-35 weeks gestation
Insights
Children born moderately preterm (32-35 weeks gestation) often face school and behavioral challenges by age 7. Male sex and extended special care baby unit stays are significant risk factors for these issues.
Area of Science:
- Neonatal studies
- Developmental pediatrics
- Educational psychology
Background:
- Children born between 32 and 35 weeks gestation represent a significant proportion of moderately preterm births.
- Understanding their long-term educational and behavioral outcomes is crucial for targeted support.
Purpose of the Study:
- To determine the incidence of school and behavioral problems in children born at 32-35 weeks gestation at age 7.
- To investigate perinatal risk factors associated with these problems.
Main Methods:
- A cohort of children born between 32-35 weeks gestation in Oxfordshire in 1990 was studied.
- Data on health, behavior, and education were collected via questionnaires from general practitioners, parents, and teachers.
- Teachers utilized rating scales and the Strengths and Difficulties questionnaire; perinatal risk factors were analyzed using univariate and multivariate methods.
Main Results:
- Teacher responses were available for 66% of the cohort (n=117).
- Significant proportions experienced difficulties in academic areas (writing 32%, math 29%, reading 21%) and behavior (hyperactivity 19%).
- Late discharge from the special care baby unit (>36 weeks postconceptional age) and male sex were identified as independent perinatal risk factors.
Conclusions:
- Up to one-third of moderately preterm children may encounter school-related issues.
- The findings highlight the need for enhanced educational services for this growing population of children.
Aim:
To identify incidence of school and behaviour problems at age 7 years in children born between 32 and 35 weeks gestation, and investigate perinatal risk factors.
Method:
The study population consisted of all children born at 32-35 weeks gestation to mothers resident in Oxfordshire in 1990. General practitioners, parents, and teachers were asked about health, behaviour, and education by postal questionnaire. Teachers rated children on level of function in six areas using a five point scale. They also completed the Strengths and Difficulties behaviour questionnaire. Perinatal risk factors were identified for children with poor school performance using a univariate and multivariate analysis.
Results:
Teacher responses were obtained for 117 (66%) of the 176 children in the cohort. Twenty nine (25%) required support from a non-teaching assistant, five (4%) had required a statement of special educational needs, and three (3%) were at special school. Poor outcome was reported for 32% in writing, 31% in fine motor skills, 29% in mathematics, 19% in speaking, 21% in reading, and 12% in physical education. On the behaviour questionnaire, 19% of the cohort achieved an abnormal hyperactivity score (population norm 10%). Multivariate analysis showed perinatal variables that remained significant, independent of other variables; they were discharge from the special care baby unit > 36 weeks postconceptional age (odds ratio 4.15; 95% confidence interval 1.43 to 12.05) and male sex (odds ratio 3.88; 95% confidence interval 1.42 to 10.6).
Conclusion:
Up to a third of children born between 32 and 35 weeks gestation may have school problems. As there are larger numbers in this gestational category compared with smaller babies, this finding has implications for educational services.
