Clinical and Experimental Pediatrics

The Korean Pediatric Society (대한소아청소년과학회)
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Long-term cognitive, executive, and behavioral outcomes of moderate and late preterm at school age

  • Jin, Ju Hyun (Department of Pediatrics, National Health Insurance Service Ilsan Hospital) ;
  • Yoon, Shin Won (Department of Pediatrics, National Health Insurance Service Ilsan Hospital) ;
  • Song, Jungeun (Department of Psychiatry, National Health Insurance Service Ilsan Hospital) ;
  • Kim, Seong Woo (Department of Physical Medicine and Rehabilitation, National Health Insurance Service Ilsan Hospital) ;
  • Chung, Hee Jung (Department of Pediatrics, National Health Insurance Service Ilsan Hospital)
  • Received : 2019.06.14
  • Accepted : 2019.09.23
  • Published : 2020.06.15
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Abstract

Background: There is increasing concern that moderate preterm (32-33 weeks' gestation) and late preterm (34-36 weeks' gestation) birth may be associated with minor neurodevelopmental problems affecting poor school performance. Purpose: We explored the cognitive function, cognitive visual function, executive function, and behavioral problems at school age in moderate to late preterm infants. Methods: Children aged 7-10 years who were born at 32+0 to 36+6 weeks of gestation and admitted to the neonatal intensive care unit from August 2006 to July 2011 at the National Health Insurance Service Ilsan Hospital were included. We excluded children with severe neurologic impairments, congenital malformations, or chromosomal abnormalities. Neuropsychological assessments consisted of 5 neuropsychological tests and 3 questionnaires. Results: A total of 37 children (mean age, 9.1±1.2 years) participated. The mean gestational age at birth was 34.6±7.5 weeks, while the mean birth weight was 2,229.2±472.8 g. The mean full-scale intelligence quotient was 92.89±11.90; 24.3% scored between 70 and 85 (borderline intelligence functioning). An abnormal score was noted for at least one of the variables on the attention deficit hyperactivity disorder diagnostic system for 65% of the children. Scores below borderline function for executive quotient and memory quotient were 32.4% and 24.3%, respectively. Borderline or clinically relevant internalizing problems were noted in 13.5% on the Child Behavior Check List. There were no significant associations between perinatal factors or socioeconomic status and cognitive, visual perception, executive function, or behavior outcomes. Conclusion: Moderate to late preterm infants are at risk of developing borderline intelligence functioning and attention problems at early school age. Cognitive and executive functions that are important for academic performance must be carefully monitored and continuously followed up in moderate to late preterm infants.

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References

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