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Related Experiment Videos

Long-term behavioral sequelae of prematurity

P F Schothorst1, H van Engeland

  • 1Rudolf Magnus Institute of Neuroscience, Department of Child and Adolescent Psychiatry, Academic Hospital/Utrecht University, The Netherlands.

Journal of the American Academy of Child and Adolescent Psychiatry
|February 1, 1996
PubMed
Summary

Preterm children, especially those born very early or small for gestational age (SGA), face lasting challenges in social skills and school performance. These developmental issues persist into adolescence.

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Area of Science:

  • Developmental Pediatrics
  • Neonatal Intensive Care Outcomes
  • Child Psychology

Background:

  • Preterm birth is associated with potential long-term neurodevelopmental challenges.
  • Neonatal complications can impact a child's developmental trajectory.
  • Understanding the long-term competence and behavioral outcomes in preterm children is crucial.

Purpose of the Study:

  • To longitudinally evaluate the competence and behavioral problems in preterm children with serious neonatal complications.
  • To identify specific risk factors within the preterm population, such as very preterm birth or small for gestational age (SGA).

Main Methods:

  • Prospective follow-up study of 177 nonhandicapped preterm children hospitalized in a neonatal intensive care unit.
  • Assessment from early school age to early adolescence using the Child Behavior Checklist (CBCL) parent form.

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  • Comparison with a control group of 276 children from the general population.

    • Main Results:

    • Preterm children exhibited lower social and school competence scores compared to controls.
    • Preterm children were more likely to attend special schools.
    • Increased social problems were noted in preterm children, particularly those who were very preterm or SGA.
    • Internalizing problems, attention problems, and social problems showed high stability over time in at-risk preterm subgroups.

    Conclusions:

    • Very preterm and preterm SGA children are at a significantly increased risk for persistent social and academic functioning difficulties.
    • These challenges in social functioning and school performance are evident from early school age through early adolescence.