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Association between intelligence quotient scores and extremely low birth weight in school-age children

Carlos Fabián Martínez-Cruz1, Adrián Poblano, Luis Alberto Fernández-Carrocera

  • 1Departamento de Seguimiento Pediátrico, Instituto Nacional de Perinatología, Mexico, D.F., Mexico. drmtzcarlos@yahoo.com.mx

Archives of Medical Research
|June 3, 2006
PubMed

Insights

Children born with extremely low birth weight (ELBW) have lower intelligence quotient (IQ) scores. Factors like bronchopulmonary dysplasia and parental education also impact IQ, warranting further research into long-term neurodevelopmental outcomes.

Area of Science:

  • Pediatric Neurology
  • Developmental Psychology
  • Public Health

Background:

  • Extremely low birth weight (ELBW) is linked to impaired cognitive development in children.
  • Understanding the interplay of biological and socioeconomic factors on intelligence quotient (IQ) in ELBW children is crucial.

Purpose of the Study:

  • To investigate the association between extremely low birth weight (ELBW) and intelligence quotient (IQ) scores in school-aged children.
  • To explore the influence of biological and socioeconomic factors on IQ in this population.

Main Methods:

  • A cohort of 184 school-aged children (mean age 6.9 years) was categorized into four birth weight groups (≤1000g, 1001-1500g, 1501-2500g, >2501g).
  • Intelligence quotient (IQ) was assessed using the Stanford-Binet after the Terman-Merril Intelligence Scale.

Main Results:

  • Children in the lowest birth weight group (≤1000g) exhibited significantly lower mean IQ scores (95.3 ± 11.3) compared to higher birth weight groups (p = 0.003).
  • A higher frequency of below-normal IQ scores was observed in the ELBW group (28%).
  • Bronchopulmonary dysplasia and lower parental education levels were associated with reduced IQ scores (p <0.05).

Conclusions:

  • ELBW is significantly associated with lower IQ scores in school-aged children.
  • Bronchopulmonary dysplasia and socioeconomic factors like parental education are critical determinants of cognitive outcomes.
  • Further research is needed to ascertain the persistence of neurodevelopmental delays into adulthood and identify factors promoting catch-up growth.
Abstract

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