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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

Cognition, behavior and social competence of preterm low birth weight children at school age

Rachel Gick Fan1, Mirna Wetters Portuguez, Magda Lahorgue Nunes

  • 1Division of Neurology/Neuropsychology, Hospital São Lucas, Porto Alegre, RS, Brazil.

Clinics (Sao Paulo, Brazil)
|August 7, 2013
PubMed

Insights

Preterm and low birth weight newborns, even those at low risk, may face cognitive and behavioral issues by school age. Unfavorable socioeconomic conditions can worsen these developmental risks.

Area of Science:

  • Developmental Pediatrics
  • Neuroscience
  • Public Health

Background:

  • Preterm birth and low birth weight are associated with potential developmental challenges.
  • Socioeconomic factors can significantly influence child development outcomes.
  • Longitudinal assessment is crucial for understanding developmental trajectories.

Purpose of the Study:

  • To evaluate the school-age cognitive and behavioral development of preterm and low birth weight infants.
  • To investigate the impact of disadvantaged socioeconomic environments on these developmental outcomes.

Main Methods:

  • A cross-sectional study of a historical birth cohort of preterm (<37 weeks) and low birth weight (<2,500 g) children aged 6-7.
  • Cognitive function assessed using the Wechsler Intelligence Scale for Children III (WISC-III).
  • Behavioral and social competence evaluated via the Child Behavior Checklist, with comparisons to prior Denver II and Bayley II test results.

Main Results:

  • Mean Full Scale IQ was 98.7±15.8, with 9.3% exhibiting borderline intelligence.
  • Social competence problems (27.8%) were more prevalent than behavioral problems (15.5%).
  • Maternal education and family income correlated significantly with cognitive scores and Child Behavior Checklist domains (schooling, social, attention).

Conclusions:

  • Even low-risk preterm newborns are susceptible to mild cognitive deficits and behavioral disorders by school age.
  • Adverse socioeconomic conditions appear to exacerbate these developmental risks.
  • Early developmental assessments are vital for identifying and supporting at-risk children.
Abstract

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