Late Preterm Infants and Neurodevelopmental Outcomes at Kindergarten.
In: Pediatrics, Jg. 136 (2015-09-01), Heft 3, S. 424-431
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Zugriff:
BACKGROUND AND OBJECTIVE: Late preterm infants (LPIs) (gestation 34 weeks and 0 days to 36 weeks and 6 days) compared with full-term infants (FTls) are at increased risk for mortality and short- and long-term morbidity. The objective of this study was to assess the neurodevelopmental outcomes in a longitudinal cohort study of LPIs from infancy to school age and determine predictive values of earlier developmental testing compared with school-age testing. METHODS: We used general estimating equations to calculate the odds of school readiness in a nationally representative cohort of 4900 full-term and 950 late preterm infants. We generated positive and negative predictive values of the ability of the 24-month Mental Developmental Index (MDI) scores of the Bayley Short Form, Research Edition, to predict Total School Readiness Score (TSRS) at kindergarten age. RESULTS: In multivariable analysis, late preterm infants had higher odds of worse TSRSs (adjusted odds ratio 1.52 [95% confidence interval 1.06-2.18], P = .0215). The positive predictive value of a child having an MDI of <70 at 24 months and a TSRS <5% at kindergarten was 10.4%. The negative predictive value of having an MDI of >70 at 24 months and a TSRS >5% was 96.8%. Most infants improved score ranking over the study interval. CONCLUSIONS: LPIs continue to be delayed at kindergarten compared with FTIs. The predictive validity of having a TSRS in the bottom 5% given a MDI <70 at 24 months was poor. A child who tested within the normal range (>85) at 24 months had an excellent chance of testing in the normal range at kindergarten. [ABSTRACT FROM AUTHOR]
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Late Preterm Infants and Neurodevelopmental Outcomes at Kindergarten.
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Autor/in / Beteiligte Person: | Woythaler, Melissa ; McCormick, Marie C. ; Mao, Wen-Yang ; Smith, Vincent C. |
Zeitschrift: | Pediatrics, Jg. 136 (2015-09-01), Heft 3, S. 424-431 |
Veröffentlichung: | 2015 |
Medientyp: | academicJournal |
ISSN: | 0031-4005 (print) |
DOI: | 10.1542/peds.2014-4043 |
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