Psychological and educational sequelae of prematurity.
Psychological and educational sequelae of prematurity.
复制标题
早产的心理和教育后遗症。
作者：
R. Rubin;Cynthia Rosenblatt;B. Balow
对241名按出生体重、胎龄和性别分类的婴儿进行了前瞻性纵向研究，评估了早产儿的心理和教育相关性。在78名低出生体重(LBW)婴儿中，80%的体重在2,001至2,500克之间；3名体重低于1,500克。
研究发现：(1)低出生体重与新生儿期异常状况的多项指标有关；(2)出生体重而不是胎龄是心理和教育损伤的主要相关因素；(3)低出生体重男性和早产儿(SFD)男女在需要特殊学校安置和特殊学校服务的学校问题发生率显著高于正常出生体重(FBW)受试者；(4)LBW受试者在7岁期间的所有智力发展、语言发展、就学准备和学业成就方面的得分都低于FBW受试者；(5)低出生体重儿和早产儿在心理发展和学业成绩的客观测量上没有性别差异，但男性的学校认同问题发生率高于女性；(6)低出生体重儿和早产儿在社会经济地位上与对照组没有显著差异。
结论是，低出生体重早产儿男性和早产儿男女都是最终损害学校功能的“高危”人群。
Psychological and educational correlates of prematurity were assessed in a prospective longitudinal study of 241 infants classified by birth weight, gestational age, and sex. Eighty per cent of the 78 low birth weight (LBW) infants weighed between 2,001 and 2,500 gm; three weighed less than 1,500 gm.
It was found that (1) LBW was associated with a number of indicators of abnormal conditions during the neonatal period; (2) birth weight rather than gestational age was the major correlate of psychological and educational impairment; (3) LBW males and small-for-date (SFD) subjects of both sexes had a significantly higher incidence of school problems warranting special school placement and special school services than did full birth weight (FBW) full-term control subjects; (4) LBW subjects scored lower than FBW subjects on all measures of mental development, language development, school readiness, and academic achievement through 7 years of age; (5) while there were no sex differences among LBW subjects on objective measures of psychological development and academic achievement, males had a higher incidence of school identified problems than did females; and (6) LBW and preterm infants did not differ significantly from control subjects on socioeconomic status.
It was concluded that low birth weight preterm males and small-for-date subjects of both sexes constitute a "high risk" population in terms of eventual impairment of school functioning.