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Risk of developmental delay: Comparison of late preterm and full term Canadian infants at age 12 months

Marilyn Ballantyne1, Karen M Benzies2, Sheila McDonald3

  • 1Holland Bloorview Kids Rehabilitation Hospital, 2W305, 150 Kilgour Road, Toronto, Ontario, M4G 1R8, Canada.

Early Human Development
|July 13, 2016
PubMed

Insights

Late preterm infants are not at higher risk for developmental delay than full-term infants by 12 months corrected age. Neonatal intensive care unit (NICU) admission is a key factor associated with developmental delay risk in both groups.

Area of Science:

  • Neonatal development
  • Pediatric health outcomes
  • Developmental pediatrics

Background:

  • Late preterm infants (34-36 weeks gestation) may face greater developmental delays than full-term infants (≥37 weeks gestation).
  • Understanding developmental trajectories in preterm populations is crucial for early intervention.

Purpose of the Study:

  • To compare the 12-month developmental delay risk between late preterm and full-term Canadian infants.
  • To identify infant and maternal factors associated with developmental delay risk.

Main Methods:

  • A descriptive comparative study utilized data from the All Our Babies prospective pregnancy cohort.
  • 52 late preterm and 156 matched term infants were assessed using the Ages and Stages Questionnaire (ASQ-3) at 12 months corrected age.
  • Singleton births were included, and corrected age was used for preterm infants.

Main Results:

  • Infants requiring neonatal intensive care (NICU) in both late preterm and term groups showed a higher likelihood of developmental delay risk.
  • A trend for increased communication and gross motor delay in late preterm infants was observed but became non-significant after adjusting for NICU admission and other factors.

Conclusions:

  • Infants born between 34 and 41 weeks gestation admitted to the NICU face an elevated risk of developmental delay.
  • Early identification of at-risk infants facilitates timely referral for developmental assessment and intervention programs.
Abstract

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