School Outcomes of Late Preterm Infants: Special Needs and Challenges for Infants Born at 32 to 36 Weeks Gestation
Objective Because limited long-term outcome data exist for infants born at 32 to 36 weeks gestation, we compared school outcomes between 32- to 33-week moderate preterm (MP), 34-36 week late preterm (LP) and full-term (FT) infants. Study design A total of 970 preterm infants and 13 671 FT control su...
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| Veröffentlicht in: | The Journal of pediatrics 2008-07, Vol.153 (1), p.25-31 |
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| container_title | The Journal of pediatrics |
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| creator | Chyi, Lisa J., MD Lee, Henry C., MD, MS Hintz, Susan R., MD, MS Gould, Jeffrey B., MD, MPH Sutcliffe, Trenna L., MD, MS |
| description | Objective Because limited long-term outcome data exist for infants born at 32 to 36 weeks gestation, we compared school outcomes between 32- to 33-week moderate preterm (MP), 34-36 week late preterm (LP) and full-term (FT) infants. Study design A total of 970 preterm infants and 13 671 FT control subjects were identified from the Early Childhood Longitudinal Study-Kindergarten Cohort. Test scores, teacher evaluations, and special education enrollment from kindergarten (K) to grade 5 were compared. Results LP infants had lower reading scores than FT infants in K to first grade ( P < .05). Adjusted risk for poor reading and math scores remained elevated in first grade ( P < .05). Teacher evaluations of math skills from K to first grade and reading skills from K to fifth grade were worse for LP infants ( P < .05). Adjusted odds for below average skills remained higher for math in K and for reading at all grades ( P < .05). Special education participation was higher for LP infants at early grades (odds ratio, 1.4-2.1). MP infants had lower test and teacher evaluation scores than FT infants and twice the risk for special education at all grade levels. Conclusions Persistent teacher concerns through grade 5 and greater special education needs among MP and LP infants suggest a need to start follow-up, anticipatory guidance, and interventions for infants born at 32 to 36 weeks gestation. |
| doi_str_mv | 10.1016/j.jpeds.2008.01.027 |
| format | Article |
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Study design A total of 970 preterm infants and 13 671 FT control subjects were identified from the Early Childhood Longitudinal Study-Kindergarten Cohort. Test scores, teacher evaluations, and special education enrollment from kindergarten (K) to grade 5 were compared. Results LP infants had lower reading scores than FT infants in K to first grade ( P < .05). Adjusted risk for poor reading and math scores remained elevated in first grade ( P < .05). Teacher evaluations of math skills from K to first grade and reading skills from K to fifth grade were worse for LP infants ( P < .05). Adjusted odds for below average skills remained higher for math in K and for reading at all grades ( P < .05). Special education participation was higher for LP infants at early grades (odds ratio, 1.4-2.1). MP infants had lower test and teacher evaluation scores than FT infants and twice the risk for special education at all grade levels. Conclusions Persistent teacher concerns through grade 5 and greater special education needs among MP and LP infants suggest a need to start follow-up, anticipatory guidance, and interventions for infants born at 32 to 36 weeks gestation.</description><identifier>ISSN: 0022-3476</identifier><identifier>EISSN: 1097-6833</identifier><identifier>DOI: 10.1016/j.jpeds.2008.01.027</identifier><identifier>PMID: 18571530</identifier><identifier>CODEN: JOPDAB</identifier><language>eng</language><publisher>New York, NY: Mosby, Inc</publisher><subject>Biological and medical sciences ; Child ; Child Development ; Child, Preschool ; Cognition ; Education, Special ; Educational Status ; Female ; Follow-Up Studies ; General aspects ; Humans ; Infant, Newborn ; Infant, Premature ; Male ; Medical sciences ; Outcome Assessment (Health Care) ; Pediatrics ; Reading ; Schools</subject><ispartof>The Journal of pediatrics, 2008-07, Vol.153 (1), p.25-31</ispartof><rights>Mosby, Inc.</rights><rights>2008 Mosby, Inc.</rights><rights>2008 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c508t-e6ccf4806d892ed1345c64d45d43980c529d024aaad025b1318479f614fb803b3</citedby><cites>FETCH-LOGICAL-c508t-e6ccf4806d892ed1345c64d45d43980c529d024aaad025b1318479f614fb803b3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0022347608000681$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3537,27901,27902,65306</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=20474456$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/18571530$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Chyi, Lisa J., MD</creatorcontrib><creatorcontrib>Lee, Henry C., MD, MS</creatorcontrib><creatorcontrib>Hintz, Susan R., MD, MS</creatorcontrib><creatorcontrib>Gould, Jeffrey B., MD, MPH</creatorcontrib><creatorcontrib>Sutcliffe, Trenna L., MD, MS</creatorcontrib><title>School Outcomes of Late Preterm Infants: Special Needs and Challenges for Infants Born at 32 to 36 Weeks Gestation</title><title>The Journal of pediatrics</title><addtitle>J Pediatr</addtitle><description>Objective Because limited long-term outcome data exist for infants born at 32 to 36 weeks gestation, we compared school outcomes between 32- to 33-week moderate preterm (MP), 34-36 week late preterm (LP) and full-term (FT) infants. Study design A total of 970 preterm infants and 13 671 FT control subjects were identified from the Early Childhood Longitudinal Study-Kindergarten Cohort. Test scores, teacher evaluations, and special education enrollment from kindergarten (K) to grade 5 were compared. Results LP infants had lower reading scores than FT infants in K to first grade ( P < .05). Adjusted risk for poor reading and math scores remained elevated in first grade ( P < .05). Teacher evaluations of math skills from K to first grade and reading skills from K to fifth grade were worse for LP infants ( P < .05). Adjusted odds for below average skills remained higher for math in K and for reading at all grades ( P < .05). Special education participation was higher for LP infants at early grades (odds ratio, 1.4-2.1). MP infants had lower test and teacher evaluation scores than FT infants and twice the risk for special education at all grade levels. Conclusions Persistent teacher concerns through grade 5 and greater special education needs among MP and LP infants suggest a need to start follow-up, anticipatory guidance, and interventions for infants born at 32 to 36 weeks gestation.</description><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child Development</subject><subject>Child, Preschool</subject><subject>Cognition</subject><subject>Education, Special</subject><subject>Educational Status</subject><subject>Female</subject><subject>Follow-Up Studies</subject><subject>General aspects</subject><subject>Humans</subject><subject>Infant, Newborn</subject><subject>Infant, Premature</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Outcome Assessment (Health Care)</subject><subject>Pediatrics</subject><subject>Reading</subject><subject>Schools</subject><issn>0022-3476</issn><issn>1097-6833</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2008</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNqFkl2L1DAUhoso7rj6CwTJjd61nnw0TQUXdNB1YXCFUbwMmfTUTbdNxqQV9t-bcUYFb7w6N897zuHhLYqnFCoKVL4cqmGPXaoYgKqAVsCae8WKQtuUUnF-v1gBMFZy0ciz4lFKAwC0AuBhcUZV3dCaw6qIW3sTwkiul9mGCRMJPdmYGcmniDPGiVz53vg5vSLbPVpnRvIR81FifEfWN2Yc0X_LqT7E3yR5G6InZiackTkQLslXxNtELjHNZnbBPy4e9GZM-OQ0z4sv7999Xn8oN9eXV-s3m9LWoOYSpbW9UCA71TLsKBe1laITdSd4q8DWrO2ACWNMHvWOcqpE0_aSin6ngO_4efHiuHcfw_clX9eTSxbH0XgMS9KyZYLV0GSQH0EbQ0oRe72PbjLxTlPQB9V60L9U64NqDVRn1Tn17LR-2U3Y_c2c3Gbg-QkwyZqxj8Zbl_5wDEQjRC0z9_rIYZbxw2HUyTr0FjsX0c66C-4_j1z8k7ej8y6fvMU7TENYos-eNdWJadDbQysOpQCVCyEV5T8BuzywXw</recordid><startdate>20080701</startdate><enddate>20080701</enddate><creator>Chyi, Lisa J., MD</creator><creator>Lee, Henry C., MD, MS</creator><creator>Hintz, Susan R., MD, MS</creator><creator>Gould, Jeffrey B., MD, MPH</creator><creator>Sutcliffe, Trenna L., MD, MS</creator><general>Mosby, Inc</general><general>Elsevier</general><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>20080701</creationdate><title>School Outcomes of Late Preterm Infants: Special Needs and Challenges for Infants Born at 32 to 36 Weeks Gestation</title><author>Chyi, Lisa J., MD ; Lee, Henry C., MD, MS ; Hintz, Susan R., MD, MS ; Gould, Jeffrey B., MD, MPH ; Sutcliffe, Trenna L., MD, MS</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c508t-e6ccf4806d892ed1345c64d45d43980c529d024aaad025b1318479f614fb803b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2008</creationdate><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child Development</topic><topic>Child, Preschool</topic><topic>Cognition</topic><topic>Education, Special</topic><topic>Educational Status</topic><topic>Female</topic><topic>Follow-Up Studies</topic><topic>General aspects</topic><topic>Humans</topic><topic>Infant, Newborn</topic><topic>Infant, Premature</topic><topic>Male</topic><topic>Medical sciences</topic><topic>Outcome Assessment (Health Care)</topic><topic>Pediatrics</topic><topic>Reading</topic><topic>Schools</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Chyi, Lisa J., MD</creatorcontrib><creatorcontrib>Lee, Henry C., MD, MS</creatorcontrib><creatorcontrib>Hintz, Susan R., MD, MS</creatorcontrib><creatorcontrib>Gould, Jeffrey B., MD, MPH</creatorcontrib><creatorcontrib>Sutcliffe, Trenna L., MD, MS</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>The Journal of pediatrics</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Chyi, Lisa J., MD</au><au>Lee, Henry C., MD, MS</au><au>Hintz, Susan R., MD, MS</au><au>Gould, Jeffrey B., MD, MPH</au><au>Sutcliffe, Trenna L., MD, MS</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>School Outcomes of Late Preterm Infants: Special Needs and Challenges for Infants Born at 32 to 36 Weeks Gestation</atitle><jtitle>The Journal of pediatrics</jtitle><addtitle>J Pediatr</addtitle><date>2008-07-01</date><risdate>2008</risdate><volume>153</volume><issue>1</issue><spage>25</spage><epage>31</epage><pages>25-31</pages><issn>0022-3476</issn><eissn>1097-6833</eissn><coden>JOPDAB</coden><abstract>Objective Because limited long-term outcome data exist for infants born at 32 to 36 weeks gestation, we compared school outcomes between 32- to 33-week moderate preterm (MP), 34-36 week late preterm (LP) and full-term (FT) infants. Study design A total of 970 preterm infants and 13 671 FT control subjects were identified from the Early Childhood Longitudinal Study-Kindergarten Cohort. Test scores, teacher evaluations, and special education enrollment from kindergarten (K) to grade 5 were compared. Results LP infants had lower reading scores than FT infants in K to first grade ( P < .05). Adjusted risk for poor reading and math scores remained elevated in first grade ( P < .05). Teacher evaluations of math skills from K to first grade and reading skills from K to fifth grade were worse for LP infants ( P < .05). Adjusted odds for below average skills remained higher for math in K and for reading at all grades ( P < .05). Special education participation was higher for LP infants at early grades (odds ratio, 1.4-2.1). MP infants had lower test and teacher evaluation scores than FT infants and twice the risk for special education at all grade levels. Conclusions Persistent teacher concerns through grade 5 and greater special education needs among MP and LP infants suggest a need to start follow-up, anticipatory guidance, and interventions for infants born at 32 to 36 weeks gestation.</abstract><cop>New York, NY</cop><pub>Mosby, Inc</pub><pmid>18571530</pmid><doi>10.1016/j.jpeds.2008.01.027</doi><tpages>7</tpages></addata></record> |
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| subjects | Biological and medical sciences Child Child Development Child, Preschool Cognition Education, Special Educational Status Female Follow-Up Studies General aspects Humans Infant, Newborn Infant, Premature Male Medical sciences Outcome Assessment (Health Care) Pediatrics Reading Schools |
| title | School Outcomes of Late Preterm Infants: Special Needs and Challenges for Infants Born at 32 to 36 Weeks Gestation |
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