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High intelligence and intelligence profile discrepancies in preterm children: a systematic review and meta-analysis
Larissa I van der Windt1, Yaela N Schrijver2, Nerissa P Denswil3
1Amsterdam UMC location University of Amsterdam, Department of Obstetrics and Gynaecology, Meibergdreef 9, Amsterdam, the Netherlands; Amsterdam Reproduction and Development Research Institute, Amsterdam, the Netherlands.
Aim:
To determine (Very) High Average and Extremely High intelligence and explore disharmonic intelligence profiles in preterm born children.
Methods:
For studies before 2017, three previous systematic reviews regarding intelligence in preterm born children were used. For studies after 2017, a search was conducted using Medline, PsychInfo and Embase. Studies reporting (index) intelligence quotient (IQ) scores of preterm versus term born children aged 5-18 years were included. Proportions of preterm versus term born children with (Very) High (≥1SD total IQ score) and Extremely High intelligence (≥2SD) with risk ratios (RR) and 95 % confidence interval (CI) were determined using random-effects model. Studies with ≥0.5 Standard Mean Difference between mean index IQ scores were classified as disharmonic.
Results:
We included 102 studies (13,773 preterm and 14,496 term born children). 11.6 % (95 % CI 0.11-0.12) of preterm children had (Very) High intelligence versus 26.6 % (95 % CI 0.26-0.27) of term children (RR 0.40, 95 % CI 0.36-0.45). Extremely High intelligence was reported in 1.9 % (95 % CI 0.016-0.021) versus 5.4 % (95 % CI 0.050-0.060) respectively (OR 0.30, 95 % CI: 0.24-0.38). 22 of 58 studies (37.9 %) indicated disharmonic profiles in preterm children.
Conclusions:
Approximately one in ten preterm born child has (Very) High average intelligence and they are prone to developing disharmonic intelligence profiles. This highlights the need for a multifaceted cognitive evaluation, including individual IQ index scores. Recognizing both cognitive strengths and weaknesses enables the development of tailored educational strategies to support the learning potential of preterm born children.
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