Related Experiment Videos
The abilities of very low-birthweight children and their classroom controls
1University of Loughborough.
Insights
Very low birth weight (VLBW) children treated in neonatal intensive care units showed cognitive differences compared to peers. Despite appearing normal at age five, VLBW children scored lower on cognitive abilities, particularly the General Cognitive Index.
Area of Science:
- Neonatal Medicine
- Developmental Psychology
- Pediatric Neurology
Background:
- Infants born with very low birth weight (VLBW) require intensive neonatal care.
- Long-term neurodevelopmental outcomes for VLBW survivors are a significant concern.
- Previous studies indicate potential developmental challenges in VLBW populations.
Purpose of the Study:
- To assess the cognitive abilities of VLBW children at primary school age.
- To compare the cognitive performance of VLBW children with their normal birth weight peers.
- To identify specific areas of cognitive function affected in VLBW survivors.
Main Methods:
- Longitudinal follow-up of 43 children born in 1981 weighing less than 1501g.
- Assessment at age five years using the McCarthy Scales of Children's Abilities (MSCA).
- Comparison with a matched group of classmates with normal birth weight.
Main Results:
- No observable handicaps or need for special educational provision were noted in the VLBW group.
- Significant differences were found between VLBW children and controls across all six MSCA scales.
- The most pronounced differences were observed in the General Cognitive Index (GCI).
Conclusions:
- VLBW children treated in neonatal intensive care units may exhibit subtle cognitive deficits.
- Cognitive assessments like the MSCA can detect differences not apparent through standard developmental screening.
- Early identification and potential interventions are crucial for optimizing long-term outcomes in VLBW survivors.
Abstract:
Forty-three children born in the Nottingham area in 1981 and weighing less than 1501g who had received treatment in the neonatal intensive care unit were followed up on entry to primary school at the age of five years. All were apparently normal, with no observable handicap or need for special educational provision. Their results on the McCarthy Scales of Children's Abilities were compared with those of closely matched classmates and significant differences were found between the two groups on all six scales, most markedly on the General Cognitive Index.