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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

Early school-age outcomes of late preterm infants

Steven Benjamin Morse1, Hao Zheng, Yiwei Tang

  • 1Department of Pediatrics, University of Florida, Gainesville, FL 32610-0296, USA. morsesb@peds.ufl.edu

Pediatrics
|April 2, 2009
PubMed

Insights

Healthy late preterm infants face increased risks for developmental delays and school problems. These findings highlight the need for closer monitoring of these infants through early school years.

Area of Science:

  • Neonatal and Developmental Pediatrics
  • Public Health and Epidemiology

Background:

  • Late preterm infants (34-36 weeks gestation) are a growing population.
  • Historically, they were considered low-risk for long-term morbidities.
  • Recent evidence suggests potential developmental challenges.

Purpose of the Study:

  • To compare prekindergarten and kindergarten outcomes.
  • Focus on healthy late preterm infants versus healthy term infants.
  • Investigate long-term morbidities in early school-age years.

Main Methods:

  • Large cohort study (N=161804) of singleton births in Florida (1996-1997).
  • Included infants born between 34 and 41 weeks gestation with short hospital stays.
  • Analyzed seven school-age outcomes, adjusting for 15 maternal and infant variables using Poisson regression.

Main Results:

  • Late preterm infants had a 36% higher risk of developmental delay/disability.
  • Kindergarten suspension risk was 19% higher.
  • Increased risks (10-13%) for prekindergarten disability, special education, and retention were observed.

Conclusions:

  • Healthy late preterm infants face significantly greater risks for developmental delays.
  • These infants are also at higher risk for school-related issues up to age 5.
  • Findings challenge prior assumptions about the minimal risk associated with late preterm birth.
Abstract

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