Neurodevelopment at two years and appropriate schooling at five years in children born very preterm.
cognitive impairment
developmental quotient
preterm infants
schooling without support
Journal
Acta paediatrica (Oslo, Norway : 1992)
ISSN: 1651-2227
Titre abrégé: Acta Paediatr
Pays: Norway
ID NLM: 9205968
Informations de publication
Date de publication:
09 2022
09 2022
Historique:
revised:
12
05
2022
received:
21
10
2021
accepted:
23
05
2022
pubmed:
25
5
2022
medline:
10
8
2022
entrez:
24
5
2022
Statut:
ppublish
Résumé
This single-centre French cohort study evaluated the relationship between standardised assessment at 2 years of corrected age and schooling level at 5 years of age in children born at ≤32 weeks' gestational age. This was a single-centre retrospective study of children born preterm between 2010 and 2014 included in a follow-up network. At 5 years of age, the population was divided into 2 groups: (1) 'appropriate schooling', defined as age-appropriate schooling without support, and (2) 'schooling with support'. At 2 years of corrected age, the developmental quotient (DQ) was calculated using the revised Brunet-Lezine test. Neonatal variables and DQ categories were compared between the 2 groups on univariate and multivariate analyses. DQ was available for 251 of the 270 children included (93%), with a median score of 93.0 (IQR [87.0-100.0]), and 171 children (68%) were in the schooling without support group. On multivariate analysis, DQ ≥100 (n = 67) was the only variable that significantly associated with schooling without support (OR = 13.9; 95% CI: 5.5-35.4) at 5 years of age. This result may be useful for clinicians in their routine practice and for information given to parents in neonatal follow-up.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
1729-1735Informations de copyright
© 2022 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.
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