Neurodevelopmental, educational and behavioral outcome at 8 years after neonatal ECMO: a nationwide multicenter study

Purpose Reporting neurodevelopmental outcome of 8-year-old children treated with neonatal extracorporeal membrane oxygenation (ECMO). Methods In a follow-up study in 135 8-year-old children who received neonatal ECMO between 1996 and 2001 we assessed intelligence (Revised Amsterdam Intelligence Test...

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Bibliographic Details
Published in:Intensive care medicine 2013-09, Vol.39 (9), p.1584-1593
Main Authors: Madderom, Marlous J., Reuser, Jolanda J. C. M., Utens, Elisabeth M. W. J., van Rosmalen, Joost, Raets, Marlou, Govaert, Paul, Steiner, Katerina, Gischler, Saskia J., Tibboel, Dick, van Heijst, Arno F. J., IJsselstijn, Hanneke
Format: Article
Language:English
Subjects:
Anesthesiology
Attention
Behavior
Child
Child & adolescent psychiatry
Child Behavior
Children
Cognition & reasoning
Cognitive ability
Critical Care Medicine
Education
Educational Status
Emergency Medicine
Extracorporeal Membrane Oxygenation
Female
Follow-Up Studies
Hernia
Hernias
Humans
Infant, Newborn
Infants (Newborn)
Intelligence
Intelligence tests
Intensive
Intensive care
Male
Medicine
Medicine & Public Health
Neonatal care
Neonatology
Netherlands
Original
Pain Medicine
Pediatrics
Pneumology/Respiratory System
Psychomotor Performance
Respiratory failure
Special education
Special needs students
Teachers
Treatment Outcome
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Summary:Purpose Reporting neurodevelopmental outcome of 8-year-old children treated with neonatal extracorporeal membrane oxygenation (ECMO). Methods In a follow-up study in 135 8-year-old children who received neonatal ECMO between 1996 and 2001 we assessed intelligence (Revised Amsterdam Intelligence Test), concentration (Bourdon-Vos test), eye-hand coordination (Developmental Test of Visual-Motor Integration) and behavior (Child Behavior Checklist and Teacher Report Form). Results Intelligence fell within normal range (mean IQ 99.9, SD 17.7, n  = 125) with 91 % of the children following regular education. Significantly more children attended special education (9 %) or received extra support in regular education (39 %) compared with normative data. Slower working speed (χ 2  = 132.36, p  
ISSN:0342-4642
1432-1238
DOI:10.1007/s00134-013-2973-1