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Birth weight and school-age disabilities: a population-based study

R N Avchen1, K G Scott, C A Mason

  • 1Department of Psychology, University of Miami, Coral Gables, FL 33124-0721, USA.

American Journal of Epidemiology
|November 9, 2001
PubMed

Insights

Infants born with low birth weight face increased risks for school-identified disabilities. Narrower birth weight increments reveal more accurate risk estimates for these vulnerable children.

Area of Science:

  • Pediatrics
  • Developmental Psychology
  • Public Health

Background:

  • Mortality rates for low birth weight (LBW) and extremely low birth weight (ELBW) infants have decreased.
  • However, survivors may experience adverse developmental outcomes.
  • Limited research exists on school-age outcomes for these children.

Purpose of the Study:

  • To examine school-age developmental outcomes in a population-based cohort of children born with low birth weight.
  • To assess the relationship between birth weight increments and the risk of school-identified disabilities.

Main Methods:

  • A population-based cohort of Florida children born between 1982-1984 was established using birth certificate and school records.
  • The cohort included 267,213 children aged 12-15 years.
  • Birth weights were stratified into 500-g increments, and school-identified disabilities were analyzed.

Main Results:

  • 17% of the study population had a school-identified disability.
  • Risk ratios for disabilities increased as birth weight decreased across strata below 3,499 g.
  • Narrower birth weight increments (

Conclusions:

  • Decreasing birth weight is associated with an increased risk of school-identified disabilities.
  • Stratifying birth weight into narrower increments offers a more accurate assessment of risk for LBW and ELBW infants.
  • These findings highlight the importance of monitoring developmental outcomes in LBW survivors.

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