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Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale
19:15

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale

Published on: August 25, 2014

Physical growth and neurodevelopmental outcome of nonhandicapped low-risk children born preterm

Joachim Pietz1, Johannes Peter, Rainer Graf

  • 1Department of Pediatric Neurology, University of Heidelberg, Im Neuenheimer Feld 150, D-69120 Heidelberg, Germany. Joachim_Pietz@med.uni-heidelberg.de

Early Human Development
|August 25, 2004
PubMed

Insights

Low birth weight (LBW) infants, even those at low risk, show increased growth deficits and subtle neurodevelopmental issues in language and visual-motor skills by age 7. Early follow-up is crucial for timely intervention.

Area of Science:

  • Pediatrics
  • Neurodevelopmental Pediatrics
  • Developmental Psychology

Background:

  • Studies on prematurity often exclude low-risk preterm infants.
  • Research on low birth weight (LBW) outcomes in less vulnerable populations is limited.

Purpose of the Study:

  • To assess growth and neurodevelopmental outcomes in low-risk LBW children up to 7 years of age.
  • To compare the long-term development of LBW children with a matched term-born control group.

Main Methods:

  • Longitudinal follow-up of 70 low-risk LBW children from birth to 7 years.
  • Growth measurements at 20 months and 7 years.
  • Neuropsychological assessments at 20 months (Griffiths Scales) and 7 years (comprehensive test battery).

Main Results:

  • LBW children exhibited increased low or subnormal growth parameters at 7 years.
  • While mean developmental quotients were normal, subtle deficits in language and visual-motor abilities were observed in the LBW group at 7 years.
  • Even slightly LBW children (2000-2499g) showed poorer language skills.

Conclusions:

  • Low-risk LBW infants experience subtle neurodevelopmental challenges.
  • Comprehensive follow-up programs are essential for all LBW infants, including low-risk populations.
  • Early detection and intervention before school entry can mitigate potential deficits.
Abstract

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