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Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale
Published on: August 25, 2014
School-age outcomes of late preterm infants in New York City
Heather S Lipkind1, Meredith E Slopen, Melissa R Pfeiffer
1Department of Obstetrics, Gynecology, and Reproductive Science, Yale University School of Medicine, New Haven, CT 06520-8063, USA. lipkind@yale.edu.
Insights
Late preterm (LP) and preterm (PT) infants face higher risks for special education needs and lower academic scores compared to full-term (FT) infants, highlighting developmental differences.
Area of Science:
- Neonatal research
- Developmental pediatrics
- Educational psychology
Background:
- Late preterm (34-37 weeks) and preterm (32-34 weeks) births are common.
- Understanding long-term cognitive outcomes for these infants is crucial.
Purpose of the Study:
- To compare school-age outcomes of late preterm (LP) and preterm (PT) infants with full-term (FT) infants.
- To assess cognitive sequelae associated with late preterm births.
Main Methods:
- Utilized linked birth and educational data for nonanomalous singleton births in New York City (1994-1998).
- Included infants with third-grade standardized test scores (n=215,138).
Main Results:
- LP and PT infants had significantly higher adjusted odds of requiring special education (30% and 50% respectively).
- Both groups showed lower adjusted math and English scores compared to FT infants.
- A linear association between gestational age and test scores was observed up to 39 weeks.
Conclusions:
- Preterm and late preterm infants face a significant risk of developmental differences.
- These findings underscore the importance of monitoring and support for infants born before full term.
Objective:
This study compares school-age outcomes among preterm (PT) (32 0/7-<34 weeks), late PT (LP) (34 0/7-<37 weeks), and full-term (FT) infants to assess cognitive sequelae of LP births.
Study Design:
We obtained linked birth and educational data for all nonanomalous singleton infants born 1994 through 1998 in New York City who had a third-grade standardized test score (n = 215,138).
Results:
Children delivered LP and PT had 30% and 50% higher adjusted odds of needing special education than those delivered FT (adjusted odds ratio, 1.34; 95% confidence interval, 1.29-1.40; and adjusted odds ratio, 1.53; 95% confidence interval, 1.30-1.69). They also had lower adjusted math and English scores than those delivered FT (math: 7% and 10% of SD, respectively; English: 4% and 6% of SD). A linear association between gestational age and test scores was seen through 39 weeks' gestation.
Conclusion:
There is a significant risk of developmental differences in PT and LP infants compared with FT infants.
