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Functional status of extremely preterm infants at kindergarten entry
Developmental Medicine and Child Neurology
|April 1, 1993
Summary
Most extremely preterm children are functional upon kindergarten entry. Continuous monitoring of academic skills is recommended for this vulnerable population.
Area of Science:
- Neonatal Medicine
- Developmental Pediatrics
- Neuroscience
Background:
- Extremely preterm birth (<28 weeks) poses significant risks for long-term neurodevelopmental outcomes.
- Understanding the functional status of extremely preterm survivors is crucial for early intervention and support.
- Previous research highlights varied functional outcomes, necessitating standardized assessment.
Purpose of the Study:
- To assess the functional status of a cohort of extremely preterm children at kindergarten entry.
- To identify the prevalence of functional limitations using different assessment tools.
- To inform recommendations for ongoing developmental monitoring.
Main Methods:
- Formal functional status assessment of 149 extremely preterm survivors (born 1983-1986).
- Evaluation of motor, speech, and self-care tasks.
- Utilized Vineland Daily Living Skills Scale (VDLS) and Functional Independence Measure for children (WeeFIM).
Main Results:
- 31 children (approx. 21%) exhibited major neurodevelopmental impairment.
- Only 5% were classified with severe functional limitation.
- Prevalence of functional limitation differed by instrument: 11 (WeeFIM) vs. 35 (VDLS).
Conclusions:
- The majority of extremely preterm children achieve functional capabilities for kindergarten.
- Assessment tool choice significantly impacts the reported prevalence of functional limitations.
- Ongoing academic skill monitoring is essential for this cohort.