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Achievement in children with birth weights less than 750 grams with normal cognitive abilities: evidence for specific
1Department of Pediatrics, Case Western Reserve University School of Medicine, USA.
Insights
Children born weighing less than 750 grams showed poorer math and cognitive skills compared to higher birth weight groups. These findings highlight the need for early interventions for very low birth weight children.
Area of Science:
- Neuroscience
- Developmental Psychology
- Pediatrics
Background:
- Extremely low birth weight (ELBW) infants (<750g) face risks for developmental challenges.
- Neurologically intact ELBW children with average cognitive ability are crucial for understanding specific academic and neuropsychological outcomes.
- Comparison with higher birth weight and full-term peers is essential for context.
Purpose of the Study:
- To assess academic achievement, behavior, and neuropsychological skills in neurologically intact children with birth weight <750g at early school age.
- To compare outcomes between children <750g birth weight and those with higher birth weights (750-1,499g) and full-term births.
- To identify specific areas of weakness and inform educational interventions.
Main Methods:
- Longitudinal study of a regional cohort of children.
- Inclusion criteria: neurologically intact, cognitive ability in the broad average range.
- Comparison groups: birth weight 750-1,499g and full-term infants.
- Assessment of achievement (math), language, perceptual-motor skills, attention, and behavior.
Main Results:
- Children <750g birth weight performed significantly poorer in math compared to higher birth weight groups, even after controlling for cognitive ability.
- Group differences were also observed in language, perceptual-motor, and attentional skills.
- No significant differences in behavioral outcomes were found between the groups.
Conclusions:
- Children with birth weight <750g exhibit specific academic and neuropsychological deficits.
- These deficits persist even in neurologically intact children with average cognitive abilities.
- Early identification and targeted special education interventions are recommended for this vulnerable population.
Abstract:
Examined achievement, behavior, and neuropsychological outcomes at early school age in a regional population of children < 750-g birth weight who were neurologically intact and who scored in the broad average range on a test of cognitive ability. Comparison groups included children of birth weight 750-1,499 g and children born at full-term. The children < 750 g performed more poorly than the higher birth weight groups on tests of math, even after adjusting for group differences in cognitive ability. Corresponding group differences were found in language, perceptual motor, and attentional skills, but not in behavior outcomes. Findings document specific weaknesses in achievement and neuropsychological skills in children < 750 g birth weight and support the need for early identification and special education interventions.