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The cognitive outcome of full-term small for gestational age infants at late adolescence
Insights
Infants born small for gestational age (SGA) at term show increased risks for lower cognitive function and academic achievement. These outcomes appear independent of the birth process itself.
Area of Science:
- Pediatric Endocrinology
- Developmental Psychology
- Public Health
Background:
- Small for gestational age (SGA) at term is associated with potential long-term health and developmental consequences.
- Understanding the neurodevelopmental trajectory of SGA infants is crucial for early intervention and support.
Purpose of the Study:
- To evaluate the cognitive and academic performance of adolescents born small for gestational age (SGA) at term.
- To compare neurodevelopmental outcomes between SGA and appropriate for gestational age (AGA) individuals.
Main Methods:
- A 17-year historical prospective study involving 1758 infants.
- Neonatal data were matched with intelligence and medical assessments at age 17.
- Comparison of outcomes between SGA (birth weight < 3rd percentile) and AGA infants.
Main Results:
- Females born SGA showed significantly lower intelligence scores (P < .03).
- Males born SGA had significantly lower educational achievements (OR 2.40, P < .03).
- Intranatal events did not influence neurodevelopmental outcomes.
Conclusions:
- Term-born infants who are small for gestational age face a heightened risk of diminished cognitive and academic performance.
- These neurodevelopmental disparities are not linked to the intranatal period.
Objective:
To assess the cognitive and academic performance of adolescents who were born small for gestational age (SGA) at term.
Methods:
A 17-year historical prospective study was done by matching neonatal data of 1758 infants to the results of the medical and intelligence assessment performed at age 17 years at the army draft board medical examination in Israel. The results of children born SGA (weight at term birth below the third percentile) were compared to those of children who were born appropriate for gestational age (AGA).
Results:
After adjustment by a multiple linear regression analysis, the mean (+/- standard error of the mean) intelligence test scores were 103.1 +/- 2.9 versus 105.8 +/- 1.5 (P = 0.3) for the males and 100.3 +/- 2.5 versus 104.7 +/- 1.6 (P < .03) for the females. Males born SGA at term were found to have lower educational achievements (having less than 12 years of schooling or attending a vocational school) compared with the AGA group. The odds ratio for this finding after adjustment by a logistic regression analysis was 2.40 (95% confidence interval 1.07-5.39; P < .03). Intranatal events were not found to have an effect on the measured neurodevelopmental outcome.
Conclusion:
Infants born SGA at term have an increased risk for lower cognitive performance and schooling achievements than those born AGA; this result seems to be unrelated to their intranatal course.