Article

The aim of this study was to determine neuropsychological performance
(possibly predictive of academic difficulties) and its relationship with
cognitive development and maternal education in healthy preterm children of
preschool age and age-matched comparison children born at term. Method A total of
35 infants who were born at less than 33 weeks' gestational age and who were free
from major neurosensory disability (16 males, 19 females; mean gestational age
29.4wk, SD 2.2wk; mean birthweight 1257g, SD 327g) and 50 term-born comparison
children (25 males, 25 females; mean birthweight 3459g, SD 585g) were assessed at
4 years of age. Cognition was measured using the Griffiths Mental Development
scales while neuropsychological abilities (language, short-term memory,
visual-motor and constructive spatial abilities, and visual processing) were
assessed using standardized tests. Multivariable regression analysis was used to
explore the effects of preterm birth and sociodemographic factors on cognition,
and to adjust neuropsychological scores for cognitive level and maternal
education. Results The mean total Griffiths score was significantly lower in
preterm than in term children (97.4 vs 103.4; p<0.001). Factors associated with
higher Griffiths score were maternal university education (beta=6.2; 95%
confidence interval [CI] 0.7-11.7) and having older siblings or a twin (beta=4.0;
95% CI 0.5-7.6). At neuropsychological assessment, preterm children scored
significantly lower than term comparison children in all tests except lexical
production (Boston Naming Test) and visual-processing accuracy. After adjustment
for cognitive level and maternal education, differences remained statistically
significant for verbal fluency (p<0.05) and comprehension, short-term memory, and
spatial abilities (p<0.01). Interpretation Neuropsychological follow-up is also
recommended for healthy very preterm children to identify strengths and
challenges before school entry, and to plan interventions aimed at maximizing
academic success.
CI - (c) The Authors. Journal compilation (c) Mac Keith Press 2010.

Langue : ANGLAIS