SCHOOL-AGE OUTCOMES IN CHILDREN WITH BIRTH WEIGHTS UNDER 750 G
SCHOOL-AGE OUTCOMES IN CHILDREN WITH BIRTH WEIGHTS UNDER 750 G
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DOI：
10.1056/nejm199409223311201
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发表时间：
1994-09-22
影响因子：
158.5
通讯作者：
MERCURIMINICH, N
中科院分区：
文献类型：
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作者：
HACK, M;TAYLOR, HG;MERCURIMINICH, N
背景。自 20 世纪 80 年代中期以来，越来越多的出生体重低于 750 克的儿童能够存活到学龄。方法。我们将 1982 年至 1986 年出生的 68 名出生体重低于 750 克（平均 670 克；胎龄 25.7 周）的幸存儿童与 65 名出生时体重 750 至 1499 克的儿童和 61 名足月出生的儿童进行了匹配。比较了三组学生的生长、神经感觉状态和学龄功能。通过逻辑回归分析检查生物和社会风险因素与主要发育结果的关联。结果。出生体重低于 750 克的儿童在认知能力、精神运动技能和学业成绩方面均低于两个对照组。他们的社交技能和适应行为较差，行为和注意力问题也较多。该队列的平均 (+/- SD) 心理处理综合得分为 87 +/- 15，而出生体重为 750 至 1499 g 的儿童为 93 +/- 14，足月出生的儿童为 100 +/- 13（P
Background. Since the mid-1980s, increasing numbers of children with birth weights under 750 g have survived to school age.Methods. We matched a regional cohort of 68 surviving children born from 1982 through 1986 with birth weights under 750 g (mean, 670 g; gestational age, 25.7 weeks) with 65 children weighing 750 to 1499 g at birth and 61 children born at term. Growth, neurosensory status, and functioning at school age in the three groups were compared. Associations of biologic and social risk factors with major developmental outcomes were examined by means of logistic-regression analyses.Results. Children with birth weights under 750 g were inferior to both comparison groups in cognitive ability, psychomotor skills, and academic achievement. They had poorer social skills and adaptive behavior and more behavioral and attention problems. The mean (+/- SD) Mental Processing Composite score for the cohort was 87 +/- 15, as compared with 93 +/- 14 for children with birth weights of 750 to 1499 g and 100 +/- 13 for children born at term (P