Neurodevelopment at two years and appropriate schooling at five years in children born very preterm. (10th June 2022)

• Record Type: Journal Article
• Authors: Gebus, Maya; Chevallier, Marie; Hatton, Laure‐Anne; Jacquez, Laure; Vilotitch, Antoine; Ego, Anne; Pin, Isabelle; Debillon, Thierry
• Is Part Of: Acta pædiatrica. Volume 111:Number 9(2022)
• Page Start: 1729
• Page End: 1735
• Publication Date: 2022-06-10
• Subjects: cognitive impairment -- developmental quotient -- preterm infants -- schooling without support; Pediatrics -- Periodicals; Pediatrics; 618.92
• DOI: 10.1111/apa.16421
• Languages: English
• ISSNs: 0803-5253

Abstract

Abstract: Aim: This single‐centre French cohort study evaluated the relationship between standardised assessment at 2 years of corrected age and schooling level at 5 years of age in children born at ≤32 weeks' gestational age. Methods: This was a single‐centre retrospective study of children born preterm between 2010 and 2014 included in a follow‐up network. At 5 years of age, the population was divided into 2 groups: (1) 'appropriate schooling', defined as age‐appropriate schooling without support, and (2) 'schooling with support'. At 2 years of corrected age, the developmental quotient (DQ) was calculated using the revised Brunet–Lezine test. Neonatal variables and DQ categories were compared between the 2 groups on univariate and multivariate analyses. Results: DQ was available for 251 of the 270 children included (93%), with a median score of 93.0 (IQR [87.0–100.0]), and 171 children (68%) were in the schooling without support group. On multivariate analysis, DQ ≥100 ( n = 67) was the only variable that significantly associated with schooling without support (OR = 13.9; 95% CI: 5.5–35.4) at 5 years of age. Conclusion: This result may be useful for clinicians in their routine practice and for information given to parents in neonatal follow‐up.