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The effect of forceps delivery on cognitive development

B D Wesley1, B J van den Berg, E A Reece

  • 1Department of Obstetrics, Gynecology, Temple University School of Medicine, Philadelphia, Pennsylvania.

American Journal of Obstetrics and Gynecology
|November 1, 1993
PubMed

Insights

Forceps delivery did not significantly impact preschool children's cognitive development. This study found no difference in intelligence quotient scores between children born via forceps and those born spontaneously.

Area of Science:

  • Pediatric Health
  • Developmental Psychology
  • Obstetrics

Background:

  • Instrumental delivery, including forceps, is an obstetric intervention.
  • Concerns exist regarding potential effects of delivery mode on child neurodevelopment.

Purpose of the Study:

  • To investigate the association between forceps delivery and cognitive development in preschool-aged children.
  • To compare intelligence quotient (IQ) scores in children with different birth delivery methods.

Main Methods:

  • A cohort of 3413 children aged 5 years was studied.
  • Cognitive development assessed using the Peabody Picture Vocabulary Test and Raven Coloured Progressive Matrices.
  • Statistical analysis involved Student t tests to compare mean IQ scores.

Main Results:

  • No significant difference in mean IQ scores was observed between children delivered by forceps (n=1192) and those delivered spontaneously (n=1499).
  • Subgroup analysis of midforceps delivery also showed no significant cognitive differences.

Conclusions:

  • The study does not support a link between forceps delivery and adverse cognitive development in preschool children.
  • Findings suggest forceps delivery is not associated with lower cognitive outcomes at age 5.
Abstract

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