Related Experiment Video

Updated: Dec 31, 2025

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

87.4K

Neurodevelopmental outcome descriptions in cohorts of extremely preterm children

Sharon Ding1,2, Emma J Mew3, Alyssandra Chee-A-Tow3

  • 1Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada.

Archives of Disease in Childhood. Fetal and Neonatal Edition
|January 15, 2020
PubMed

Insights

Reporting of neurodevelopmental outcomes for extremely preterm infants is often incomplete. This impacts clinical decisions and knowledge synthesis for this vulnerable population.

Area of Science:

  • Neonatal research
  • Pediatric neurology
  • Developmental pediatrics

Background:

  • Extremely preterm infants (born before 26 weeks' gestation) require comprehensive long-term follow-up.
  • Clinical decision-making relies on robust research regarding neurodevelopmental outcomes.
  • Completeness of outcome reporting in this field is not well-established.

Purpose of the Study:

  • To evaluate the reporting completeness of outcome definitions, selection, measurement, and analysis in cohort studies.
  • To assess neurodevelopmental outcome reporting in children born extremely preterm.
  • To identify gaps in reporting for cognitive function and cerebral palsy.

Main Methods:

  • Systematic review of prospective cohort studies included in a meta-analysis on preterm birth and school-age neurodevelopment.
  • Utilized a 55-item checklist to assess outcome reporting (selection, definition, measurement, analysis, presentation, interpretation).
  • Calculated reporting frequencies for 'cognitive function' and 'cerebral palsy' outcomes.

Main Results:

  • All 14 studies reported 'cognitive function'; 9 reported both 'cognitive function' and 'cerebral palsy'.
  • Studies reported only 26-46% of the 55 outcome reporting items (average 33-34%).
  • Key omissions included masking of assessors, handling missing data, and stakeholder involvement in outcome selection.

Conclusions:

  • Neurodevelopmental outcome reporting in extremely preterm infant studies is variable and incomplete.
  • Incomplete reporting hinders interpretation, knowledge synthesis, and evidence-based decision-making.
  • Standardized reporting is crucial for reliable long-term follow-up of extremely preterm infants.
Abstract

Keywords:
neonatologyneurodevelopmentoutcomes research

More Related Videos

Preterm EEG: A Multimodal Neurophysiological Protocol19:32

Preterm EEG: A Multimodal Neurophysiological Protocol

Published on: February 18, 2012

28.9K
Modeling Encephalopathy of Prematurity Using Prenatal Hypoxia-ischemia with Intra-amniotic Lipopolysaccharide in Rats07:36

Modeling Encephalopathy of Prematurity Using Prenatal Hypoxia-ischemia with Intra-amniotic Lipopolysaccharide in Rats

Published on: November 20, 2015

11.7K

Related Concept Videos

Teratogenicity01:07

Teratogenicity

The ability of a drug to produce structural deformations and functional abnormalities in the developing embryo or the fetus is called teratogenicity, and the drug producing this effect is known as a teratogen. Teratogenic effects include stillbirth, miscarriage, intrauterine growth restriction, and neurocognitive delay. A teratogen may affect the embryo at different stages of development, which is important in determining the type and extent of the damage. During blastocyst formation, the early...
3.9K
Guidelines for Writing Outcome01:11

Guidelines for Writing Outcome

When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care...
3.6K
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
675
Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
357
Intellectual Disability01:29

Intellectual Disability

Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
533