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Behavioral Problems and Socioemotional Competence at 18 to 22 Months of Extremely Premature Children

Myriam Peralta-Carcelen1, Waldemar A Carlo2, Athina Pappas3

  • 1Department of Pediatrics, University of Alabama at Birmingham, Birmingham, Alabama; mperalta@peds.uab.edu.

Pediatrics
|June 1, 2017
PubMed

Insights

Extremely premature children face high risks for behavioral and socioemotional issues. Sociodemographic factors and developmental delays significantly impact these outcomes in early childhood.

Area of Science:

  • Pediatric developmental psychology
  • Neonatal neurodevelopmental outcomes

Background:

  • Behavior and socioemotional development are critical for overall child well-being.
  • Extremely premature infants represent a vulnerable population requiring close developmental monitoring.

Purpose of the Study:

  • To investigate behavioral problems and socioemotional competence deficits in extremely premature children.
  • To identify perinatal and sociodemographic risk factors associated with these developmental outcomes.
  • To explore the mediating role of cognitive and language development.

Main Methods:

  • Longitudinal evaluation of 2505 extremely premature children (born <27 weeks gestation) at 18-22 months corrected age.
  • Utilized the Brief Infant and Toddler Social and Emotional Assessment and Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III).
  • Employed logistic regression and structural equation modeling to analyze risk factors and mediators.

Main Results:

  • 35% exhibited behavioral problems; 26% had socioemotional competence deficits.
  • Risk factors included male sex, public insurance, lower maternal education, and younger maternal age.
  • Cognitive and language scores from Bayley-III significantly mediated the relationship between risk factors and developmental outcomes.

Conclusions:

  • Extremely premature infants are at significant risk for behavioral and socioemotional challenges.
  • Sociodemographic factors, neuromotor status, and cognitive/language function are key influences.
  • Early identification and intervention are crucial for supporting development in this population.
Abstract

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