Neurocognitive Functioning in Early School-age Children With Intestinal Failure

Area of Science:

• Pediatric Gastroenterology
• Neurodevelopmental Pediatrics
• Pediatric Rehabilitation

Background:

• Intestinal failure (IF) significantly impacts child development.
• Limited data exists on school-age neurocognitive outcomes for children with IF.
• Understanding these outcomes is crucial for early intervention and support.

Purpose of the Study:

• To examine neurocognitive functioning in school-aged children with IF.
• To identify medical and demographic factors associated with neurocognitive outcomes.
• To inform strategies for improving long-term development in this population.

Main Methods:

• Neurocognitive assessments (intelligence, academics, learning, memory, language, motor skills) were performed on 28 children with IF.
• Diagnoses of Learning Disability, Intellectual Disability, and ADHD were made using DSM-IV/V criteria.
• Medical and demographic variables were collected and analyzed for correlations with cognitive outcomes.

Main Results:

• Forty-six percent of children received a cognitive/learning diagnosis.
• Higher numbers of first-year septic episodes correlated with poorer performance on most cognitive measures.
• Factors like prolonged first-year admissions, necrotizing enterocolitis, and hyperbilirubinemia were associated with adverse outcomes; having a sibling predicted better outcomes in several areas.

Conclusions:

• Children with IF are at significant risk for neurocognitive challenges in early school years.
• Proactive management of septic episodes in the first year is a key strategy to reduce long-term neurocognitive risks.
• Early identification and intervention are vital for supporting neurodevelopment in children with IF.