School-age outcomes in children who were extremely low birth weight from four international population-based cohorts
School-age outcomes in children who were extremely low birth weight from four international population-based cohorts
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DOI：
10.1542/peds.112.4.943
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发表时间：
2003-10-01
期刊：
影响因子：
8
通讯作者：
Pinto-Martin, J
中科院分区：
文献类型：
--
作者：
Saigal, S;den Ouden, L;Pinto-Martin, J
Objective.本研究的目的是确定极低出生体重（ELBW）和参考儿童的学习和学校问题是否在不同国家的队列之间存在差异。参与者是来自新泽西、中西部安大略、巴伐利亚和荷兰（n = 532）的ELBW幸存者的4个国际人群队列，出生体重为500至1000 g，并从出生起进行纵向随访。独立和前瞻性地收集心理测量数据，包括至少一项认知状态测量和一项对8至11岁儿童进行的成就测量。根据每个国家的参考规范，对所有措施进行了调整，以便进行比较。特殊教育援助和留级的信息从父母那里获得。总体随访率为84%（范围：74% - 90%; n = 436）。在正常范围内（大于或等于85）的儿童比例如下：智商在44%和62%之间;阅读在46%和81%之间;算术在31%和76%之间;拼写在39%和65%之间。来自新泽西的儿童的认知和成就缺陷率最低，巴伐利亚的儿童相对于同龄人和其他同龄人的成就得分较低。尽管有这些差异，超过一半的所有队列需要特殊的教育援助和/或重复一个等级。在所有4个国家，上学困难被认为是ELBW的严重后遗症，这一观察结果具有社会和经济影响。
Objective. The aim of this study was to determine whether learning and school problems in extremely low birth weight (ELBW) and reference children differ between cohorts in different countries.Methods. Participants were 4 international population-based cohorts of ELBW survivors who were 500 to 1000 g birth weight from New Jersey, central-west Ontario, Bavaria, and Holland (n = 532) and were followed longitudinally from birth. Psychometric data were collected independently and prospectively and included at least 1 measure of cognitive status and 1 measure of achievement administered to the children between the ages of 8 and 11 years. Adjustments were made for comparison of all measures based on reference norms within each country. Information on special educational assistance and grade repetition was obtained from the parents.Results. The overall follow-up rate was 84% ( range: 74% - 90%; n = 436). The proportion of children who performed within the normal range (greater than or equal to 85) were as follows: IQ between 44% and 62%; reading between 46% and 81%; arithmetic between 31% and 76%; and spelling between 39% and 65%. Children from New Jersey had the lowest rates of cognitive and achievement deficits, and Bavarian children did less well in achievement scores relative to their peers and other cohorts. Despite these differences, more than half of all cohorts required special educational assistance and/or repeated a grade.Conclusions. School difficulties were found to be a serious sequelae of ELBW in all 4 countries, an observation that has social and economic implications.