Neurocognitive function of 10-year-old multiples born less than 28 weeks of gestational age.

Autor: Logan JW; Department of Pediatrics, Nationwide Children's Hospital, The Ohio State University College of Medicine, Columbus, OH, USA. JWells.Logan@NationwideChildrens.org., Allred EN; Harvard Medical School, Boston, MA, USA.; Boston Children's Hospital, Boston, MA, USA., Msall ME; Developmental and Behavioral Pediatrics, University of Chicago Comer Children's Hospital, JP Kennedy Research Center on Intellectual and Developmental Disabilities, Chicago, IL, USA., Joseph RM; Department of Anatomy and Neurobiology, Boston University School of Medicine, Boston, MA, USA., Michael O'Shea TT; Department of Pediatrics and Neonatology, University of North Carolina, Chapel Hill, NC, USA., Heeren T; Department of Biostatistics, Boston University School of Public Health, Boston, MA, USA., Leviton A; Harvard Medical School, Boston, MA, USA.; Boston Children's Hospital, Boston, MA, USA., Kuban KCK; Department of Pediatrics, Division of Pediatric Neurology, Boston University School of Medicine, Boston, MA, USA.
Jazyk: angličtina
Zdroj: Journal of perinatology : official journal of the California Perinatal Association [J Perinatol] 2019 Feb; Vol. 39 (2), pp. 237-247. Date of Electronic Publication: 2018 Nov 21.
DOI: 10.1038/s41372-018-0273-x
Abstrakt: Introduction: Few studies have examined the relationship between birth plurality and neurocognitive function among children born extremely preterm.
Study Design: We compared rates of Z-scores ≤-2 on 18 tests of neurocognitive function and academic achievement at age 10 years in 245 children arising from twin pregnancies, 55 from triplet pregnancies, and 6 from a septuplet pregnancy to that of 568 singletons, all of whom were born before the 28th week of gestation.
Results: In total, 874 children were evaluated at the age of 10 years. After adjusting for confounders, children of multifetal pregnancies performed significantly better on one of six subtests of executive function than their singleton peers. Performance was similar on all other assessments of intelligence, language, academic achievement, processing speed, visual perception, and fine motor skills.
Conclusion: We found no evidence that children born of multifetal pregnancies had worse scores than their singleton peers on assessments of neurocognitive and academic function.
Databáze: MEDLINE
Externí odkaz: