Neurobehavioral outcomes of school-age children born extremely low birth weight or very preterm in the 1990s. Anderson, P. & Doyle, L. W JAMA, 289(24):3264–72, June, 2003.
Neurobehavioral outcomes of school-age children born extremely low birth weight or very preterm in the 1990s. [link]Paper  doi  abstract   bibtex   
CONTEXT: The outcome into school age of regional cohorts of children born in the 1990s with birth weights less than 1000 g (extremely low birth weight, ELBW) or earlier than 28 weeks' gestation (very preterm) is not known. OBJECTIVE: To determine the cognitive, educational, and behavioral outcome of ELBW or very preterm infants born in the 1990s compared with normal birth weight (NBW) controls. DESIGN: Regional cohort study. SETTING: Victoria, Australia. PARTICIPANTS: The ELBW or very preterm cohort was composed of 298 consecutive survivors born during 1991-1992. The NBW cohort was composed of 262 randomly selected children with birth weights of more than 2499 g. MAIN OUTCOME MEASURES: Cognitive ability, educational progress, and behavioral problems. RESULTS: The follow-up rates from birth to 8 years of age for survivors were 92.3% (275/298) for the ELBW or very preterm cohort and 85.1% (223/262) for the NBW cohort. The ELBW or very preterm children scored significantly below NBW controls on full-scale IQ (mean difference, -9.4; 95% confidence interval [CI], -12.1 to -6.7; P\textless.001) and indices of verbal comprehension (mean difference, -6.8; 95% CI, -9.5 to -4.2; P\textless.001), perceptual organization (mean difference, -9.9; 95% CI, -12.7 to -7.2; P\textless.001), freedom from distractibility (mean difference, -8.1; 95% CI, -10.8 to -5.5; P\textless.001), and processing speed (mean difference, -6.7; 95% CI, -9.4 to -4.0; P\textless.001). The ELBW or very preterm children performed significantly worse than the NBW cohort on tests of reading (mean difference, -6.7; 95% CI, -9.5 to -3.9; P\textless.001), spelling (mean difference, -5.6; 95% CI, -8.0 to -3.3; P\textless.001), and arithmetic (mean difference, -8.8; 95% CI, -11.3 to -6.2; P\textless.001). Attentional difficulties, internalizing behavior problems, and immature adaptive skills were more prevalent in the ELBW or very preterm cohort. CONCLUSION: School-aged ELBW or very preterm children born in the 1990s continue to display cognitive, educational, and behavioral impairments.
@article{anderson_neurobehavioral_2003,
	title = {Neurobehavioral outcomes of school-age children born extremely low birth weight or very preterm in the 1990s.},
	volume = {289},
	issn = {1538-3598},
	url = {http://www.ncbi.nlm.nih.gov/pubmed/12824207},
	doi = {10.1001/jama.289.24.3264},
	abstract = {CONTEXT: The outcome into school age of regional cohorts of children born in the 1990s with birth weights less than 1000 g (extremely low birth weight, ELBW) or earlier than 28 weeks' gestation (very preterm) is not known.

OBJECTIVE: To determine the cognitive, educational, and behavioral outcome of ELBW or very preterm infants born in the 1990s compared with normal birth weight (NBW) controls.

DESIGN: Regional cohort study.

SETTING: Victoria, Australia.

PARTICIPANTS: The ELBW or very preterm cohort was composed of 298 consecutive survivors born during 1991-1992. The NBW cohort was composed of 262 randomly selected children with birth weights of more than 2499 g.

MAIN OUTCOME MEASURES: Cognitive ability, educational progress, and behavioral problems.

RESULTS: The follow-up rates from birth to 8 years of age for survivors were 92.3\% (275/298) for the ELBW or very preterm cohort and 85.1\% (223/262) for the NBW cohort. The ELBW or very preterm children scored significantly below NBW controls on full-scale IQ (mean difference, -9.4; 95\% confidence interval [CI], -12.1 to -6.7; P{\textless}.001) and indices of verbal comprehension (mean difference, -6.8; 95\% CI, -9.5 to -4.2; P{\textless}.001), perceptual organization (mean difference, -9.9; 95\% CI, -12.7 to -7.2; P{\textless}.001), freedom from distractibility (mean difference, -8.1; 95\% CI, -10.8 to -5.5; P{\textless}.001), and processing speed (mean difference, -6.7; 95\% CI, -9.4 to -4.0; P{\textless}.001). The ELBW or very preterm children performed significantly worse than the NBW cohort on tests of reading (mean difference, -6.7; 95\% CI, -9.5 to -3.9; P{\textless}.001), spelling (mean difference, -5.6; 95\% CI, -8.0 to -3.3; P{\textless}.001), and arithmetic (mean difference, -8.8; 95\% CI, -11.3 to -6.2; P{\textless}.001). Attentional difficulties, internalizing behavior problems, and immature adaptive skills were more prevalent in the ELBW or very preterm cohort.

CONCLUSION: School-aged ELBW or very preterm children born in the 1990s continue to display cognitive, educational, and behavioral impairments.},
	number = {24},
	urldate = {2015-06-01},
	journal = {JAMA},
	author = {Anderson, Peter and Doyle, Lex W},
	month = jun,
	year = {2003},
	pmid = {12824207},
	keywords = {Child, Child Behavior Disorders, Child Behavior Disorders: epidemiology, Child Development, Child, Preschool, Cognition Disorders, Cognition Disorders: epidemiology, Cohort Studies, Developmental Disabilities, Developmental Disabilities: epidemiology, Educational Status, Humans, Infant, Newborn, Infant, Premature, Infant, Very Low Birth Weight, Psychological Tests},
	pages = {3264--72},
}

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