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Regional cerebral development at term relates to school-age social-emotional development in very preterm children

Cynthia E Rogers1, Peter J Anderson, Deanne K Thompson

  • 1Washington University, USA. rogersc@psychiatry.wustl.edu

Journal of the American Academy of Child and Adolescent Psychiatry
|January 24, 2012
PubMed

Insights

Brain development differences in preterm infants are linked to later social-emotional challenges. These findings, particularly in areas like the orbitofrontal cortex and hippocampus, vary between males and females.

Area of Science:

  • Neuroscience
  • Developmental Pediatrics
  • Child Psychology

Background:

  • Preterm infants face increased risks for social-emotional difficulties, including autism and ADHD.
  • Early brain development is crucial for social-emotional outcomes.
  • Understanding neuroanatomical correlates can inform interventions.

Purpose of the Study:

  • To investigate the relationship between regional brain development in preterm infants and subsequent social-emotional difficulties.
  • To identify specific brain regions and metrics associated with behavioral challenges.
  • To explore potential gender differences in these associations.

Main Methods:

  • Magnetic resonance imaging (MRI) was used to assess brain structure in 184 very preterm infants at term-equivalent postmenstrual age (TEA).
  • Analyses included white matter abnormalities, hippocampal volume, and diffusion tensor imaging metrics (fractional anisotropy, apparent diffusion coefficient).
  • Social-emotional development was evaluated using the Infant Toddler Social and Emotional Assessment (ITSEA) at age 2 and the Strengths and Difficulties Questionnaire (SDQ) at age 5.

Main Results:

  • Higher apparent diffusion coefficient in the right orbitofrontal cortex correlated with social-emotional problems (peer problems) at age 5.
  • In females, smaller hippocampal volume was linked to increased hyperactivity, peer problems, and overall SDQ scores.
  • In males, reduced frontal lobe size was associated with poorer prosocial scores. Many findings persisted after adjusting for confounding factors.

Conclusions:

  • Early alterations in regional brain development in very preterm infants are associated with specific social-emotional deficits by school age.
  • These neuroanatomical associations with behavioral outcomes exhibit gender-specific patterns.
  • The study provides evidence for a neuroanatomical basis of behavioral challenges in very preterm children.
Abstract

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