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Cognitive performance in preschoolers with non-syndromic craniosynostosis undergoing surgery: A comparison with
Julieta Moreno-Villagómez1, Guillermina Yáñez-Téllez1, Belén Prieto-Corona1
1Neuroscience Group, Facultad de Estudios Superiores Iztacala, Universidad Nacional Autónoma de México, Tlalnepantla, Mexico.
Insights
Children with non-syndromic craniosynostosis, especially unicoronal synostosis, show cognitive difficulties compared to typically developing peers. Early cognitive assessment is crucial for these children.
Area of Science:
- Pediatric neurosurgery
- Developmental psychology
- Cognitive neuroscience
Background:
- Non-syndromic craniosynostosis involves premature fusion of skull sutures.
- Surgical correction is common, but cognitive outcomes require further investigation.
- Understanding cognitive profiles in preschool children is vital for early intervention.
Purpose of the Study:
- To determine the cognitive profile of preschool children with non-syndromic craniosynostosis.
- To compare cognitive function between these children and typically developing peers.
- To analyze cognitive deficits in sagittal and unicoronal craniosynostosis subtypes.
Main Methods:
- A cohort of 31 preschool children with non-syndromic craniosynostosis was compared to 31 typically developing children.
- Cognitive function was assessed using the Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III).
- Specific subtypes, including sagittal and unicoronal synostosis, were analyzed for distinct cognitive patterns.
Main Results:
- Children with non-syndromic craniosynostosis scored lower on Verbal Intelligence Quotient (VIQ) and Full-Scale Intelligence Quotient (FISQ) than controls.
- Unicoronal synostosis was associated with lower performance in Processing Speed Quotient and FISQ.
- A higher proportion of children with non-syndromic craniosynostosis scored below average in VIQ, General Language Composite, and FISQ.
Conclusions:
- Non-syndromic craniosynostosis, particularly the unicoronal type, is linked to cognitive difficulties in preschool children.
- Cognitive assessment during the preschool years is essential for identifying potential learning challenges.
- Early detection allows for timely support to mitigate long-term academic and developmental impacts.
Abstract:
This study aimed to determine the cognitive profile of preschool children undergoing surgery to correct non-syndromic craniosynostosis, compare them with typically developing children, and analyze possible cognitive deficits in the most prevalent subtypes: sagittal and unicoronal. Thirty-one children aged 3 years to 5 years and 11 months with non-syndromic craniosynostosis (11 sagittal, 9 unicoronal, 4 metopic, 3 lambdoid, 4 multisutural) who underwent surgery were compared with thirty-one typically developing children. The Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III) was used to assess cognitive function. Children with non-syndromic craniosynostosis scored below the typically developing children in the Verbal Intelligence Quotient (VIQ) and Full-Scale Intelligence Quotient (FISQ). When specific subtypes were compared, children with sagittal synostosis scored similarly to the typically developing children; in contrast, children with unicoronal synostosis had lower performance in the Processing Speed Quotient and FISQ. The proportion of participants scoring below one standard deviation on the VIQ, General Language Composite, and FISQ was greater in the non-syndromic craniosynostosis group. This study supports the finding that children with non-syndromic craniosynostosis, particularly those with unicoronal synostosis, have more cognitive difficulties than those with normal development. Assessing cognition at preschool age in children with non-syndromic craniosynostosis is important in order to detect difficulties before they become more apparent at school age.
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