Stability of Developmental Problems after School Entry of Moderately-Late Preterm and Early Preterm-Born Children

Objective To assess the stability of developmental problems in moderately-late preterm-born children compared with early preterm and full term-born children before school entry at age 4 years and 1 year after school entry at age 5 years. Study design We included 376 early preterm, 688 born moderatel...

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Bibliographic Details
Published in:The Journal of pediatrics 2017-08, Vol.187, p.73-79
Main Authors: Hornman, Jorijn, BSc, de Winter, Andrea F., PhD, Kerstjens, Jorien M., MD, PhD, Bos, Arend F., MD, PhD, Reijneveld, Sijmen A., MD, PhD
Format: Article
Language:English
Subjects:
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Child, Preschool
cognition
Cohort Studies
Developmental Disabilities - diagnosis
early preterm
Female
Gestational Age
Humans
Infant, Newborn
Infant, Premature
late preterm
Longitudinal Studies
Male
maturation
moderately preterm
motor
neurodevelopment
Pediatrics
persistence
predictive value
Pregnancy
preterm
Risk Factors
Schools
Surveys and Questionnaires
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Summary:Objective To assess the stability of developmental problems in moderately-late preterm-born children compared with early preterm and full term-born children before school entry at age 4 years and 1 year after school entry at age 5 years. Study design We included 376 early preterm, 688 born moderately-late preterm, and 403 full term-born children from the Longitudinal Preterm Outcome Project (LOLLIPOP) cohort study. Developmental problems were assessed by the total score and the 5 domain scores of the Ages and Stages Questionnaire at ages 4 (ASQ-4) and 5 (ASQ-5). From the combinations of normal and abnormal ASQ-4 and ASQ-5 scores we constructed 4 categories: consistently normal, emerging, resolving, and persistent problems. Results The ASQ-4 total score was abnormal more frequently in moderately-late preterm (7.9%, P  = .016) and early preterm-born children (13.0%, P  
ISSN:0022-3476
1097-6833
DOI:10.1016/j.jpeds.2017.05.022