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Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale
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Behavioural and emotional problems in very preterm and very low birthweight infants at age 5 years

S A Reijneveld1, M J K de Kleine, A L van Baar

  • 1Department of Child Health, TNO (Netherlands Organization of Applied Scientific Research) Quality of Life, Leiden, The Netherlands. S.A.Reijneveld@med.umcg.nl

Archives of Disease in Childhood. Fetal and Neonatal Edition
|August 1, 2006
PubMed

Insights

Children born very preterm or with very low birth weight are more likely to experience behavioral and emotional problems at school entry. These issues can impact academic functioning, necessitating early intervention and support for affected children and their families.

Area of Science:

  • Pediatric Health
  • Developmental Psychology
  • Educational Psychology

Background:

  • Children born very preterm (VP) or with very low birth weight (VLBW) face increased risks for behavioral and emotional difficulties.
  • These challenges may negatively affect academic performance upon school entry.
  • Limited evidence exists on the prevalence of these issues in VP/VLBW children at this critical developmental stage.

Purpose of the Study:

  • To investigate the academic functioning of very preterm/very low birth weight children.
  • To assess the association between behavioral/emotional problems and other developmental issues in this cohort.
  • To provide data on the school-entrance challenges faced by VP/VLBW children.

Main Methods:

  • A cohort of 431 very preterm/very low birth weight children at 5 years of age was studied.
  • Comparison was made with two large national samples (n=6007) of same-aged children.
  • Behavioral and emotional problems were measured using the Child Behavior Checklist (CBCL); developmental issues were assessed by pediatricians.

Main Results:

  • The prevalence of clinical-range Child Behavior Checklist scores was significantly higher in very preterm/very low birth weight children (13.2%) compared to the general population (8.7%).
  • The most pronounced differences were observed in social and attention-related problems.
  • These behavioral and emotional problems were more frequent in children with co-occurring diagnosed developmental issues and severe perinatal complications.

Conclusions:

  • Very preterm/very low birth weight children exhibit a higher likelihood of behavioral and emotional problems at school entrance, potentially hindering academic success.
  • Early and targeted interventions are crucial for supporting these children and their families.
  • Addressing these challenges is vital for promoting social success and overall well-being in this vulnerable population.
Abstract

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