Behavior disorders in extremely preterm/extremely low birth weight children in kindergarten.
Behavior disorders in extremely preterm/extremely low birth weight children in kindergarten.
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DOI：
10.1097/dbp.0b013e3182475287
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发表时间：
2012-04
期刊：
影响因子：
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通讯作者：
Hack M
中科院分区：
文献类型：
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作者：
Scott MN;Taylor HG;Fristad MA;Klein N;Espy KA;Minich N;Hack M
研究2001-2003年幼儿园极早产/极低出生体重（EPT/ELBW，胎龄<28周和/或<1000 g）儿童的行为障碍患病率。我们比较了148名EPT/ELBW儿童和111名足月出生正常出生体重（NBW）的同学对照组的精神症状报告，这些报告来自父母访谈（P-ChIPS）、父母和教师的行为评分（CBCL、TRF、BRIEF）和教师的社会功能评分（SSBS-2）。行为障碍与整体认知能力和执行功能测试的关联也在EPT/ELBW组中进行了检查。EPT/ELBW组在精神病学访谈中合并的ADHD发生率约为NBW组的两倍，OR（95% CI）=2.50（1.34，4.68），p= 0.004。EPT/ELBW组在注意力、行为自我调节和社会功能方面也有更高的教师识别障碍率，比值比（95%置信区间）范围为3.35（1.64，6.83）至18.03（4.12，78.94），所有p <0.01。ADHD和行为自我调节受损与执行功能测试的缺陷有关，但与整体认知障碍无关。研究结果表明，EPT/ELBW儿童的注意力、行为自我调节和社会化障碍的发生率升高，并表明执行功能测试的缺陷与其中一些障碍有关。我们需要及早识别和介入这些问题，以促进早期适应学校和促进学习进步。
To examine the prevalence of behavior disorders in a 2001–2003 birth cohort of extremely preterm/extremely low birth weight (EPT/ELBW, <28 weeks gestational age and/or <1000 g) children in kindergarten. We compared 148 EPT/ELBW children to 111 term-born normal birth weight (NBW) classmate controls on reports of psychiatric symptoms obtained from parent interview (P-ChIPS), parent and teacher ratings of behavior (CBCL, TRF, BRIEF), and teacher ratings of social functioning (SSBS-2). Associations of behavior disorders with global cognitive ability and tests of executive function were also examined within the EPT/ELBW group. Rates of ADHD Combined on psychiatric interview were about twice as high for the EPT/ELBW group than for the NBW group, OR (95% CI)=2.50 (1.34, 4.68), p=.004. The EPT/ELBW group also had much higher rates of teacher-identified disorders in attention, behavior self-regulation, and social functioning, with odds ratios (95% confidence intervals) ranging from 3.35 (1.64, 6.83) to 18.03 (4.12, 78.94), all p’s<.01. ADHD and impaired behavior self-regulation were associated with deficits on tests of executive function but not with global cognitive impairment. The findings document elevated rates of disorders in attention, behavior self-regulation, and socialization in EPT/ELBW children and suggest that deficits on tests of executive function are associated with some of these disorders. Early identification and intervention for these disorders are needed to promote early adjustment to school and facilitate learning progress.