Sociodemographic impact of variables on cognitive, language and motor development in very preterm infants.

BACKGROUND: In the last decades, the birth of premature babies has increased, it is important to know the impact of certain variables, especially in the most vulnerable groups. PURPOSE: To analyse the relationship of gestational age (GA), weight and sex of the children, as well as the educational level and age of the parents with the cognitive, motor and language development of a group of very preterm births, assessed at 36 months. DESIGN AND METHODS: The research followed a descriptive, observational and cross-sectional design. Children's development was measured using the Bayley-III Scale. Descriptive analysis, bivariate and linear regression models were carried out. RESULTS: Although the cognitive, motor and language development is within average levels, worse results are evidenced in the group of extreme premature, as opposed to the very premature. Boys score lower than girls, with these differences being more pronounced in the motor area. It also shows how the education level of both parents is related to the levels of development at 3 years of age of children born very prematurely, especially in language. CONCLUSIONS: Lower GA, male sex and lower parental educational level are associated with higher risk of developmental difficulties. PRACTICE IMPLICATIONS: The findings of this study are relevant to clinical practice because they suggest to develop protocols of evaluation and the follow up of all premature children beyond 36 months, as well as developing specific intervention programmes for the most vulnerable of the premature groups.

Interaction of Impulsivity, Attention, and Intelligence in Early Adolescents Born Preterm without Sequelae.

There is insufficient evidence on the intellectual and attentional profile of adolescents born prematurely. AIM: to identify maladjustment in intellectual and attention skills at the beginning of secondary school. METHOD: 69 premature 12-year-old adolescents were evaluated with the WISC, d2 Test of Attention, and Test of Perception of Differences-Revised (CARAS-R). RESULTS: adolescents present intellectual and attention abilities in the normal range. However, all premature adolescents show difficulties in impulse control and female adolescents are better in processing speed. Depending on the category of prematurity, differences in attention skills are evident. CONCLUSION: adolescents born prematurely without associated sequelae have significantly lower performance in the same areas than the normative group. This could affect the cognitive control of their behavior and academic performance in the medium and long term. Great prematurity could interfere with attention skills and self-control even at the age of 12, especially in males.

Influence of perinatal complications on the development of a sample of 36-month-old premature infants.

OBJECTIVE: The lack of clear results in previous studies for this context makes us consider an exploratory study. The objective of this research is to examine the influence of certain perinatal factors on the development of premature infants over their first 36 months of life. METHOD: The sample consisted of 59 preterm infants born between 25 and 34 weeks of gestational age in an NICU of a third-level hospital. At 36 months of age, the Bayley-III Infant Development Scale (Spanish adaptation) and a clinical history were collected. RESULTS: The average scores on the Bayley-III Infant Development Scale were generally within the normal range, but significantly lower than normal for Fine Motor Function, Gross Motor Function, and Expressive Language. These differences remained when considering the degree of prematurity, gender, and perinatal complications. Infants who received mechanical ventilation, oxygen therapy or corticosteroid treatment due to bronchopulmonary dysplasia showed the greatest discrepancies from normal levels. CONCLUSION: Our results support prior studies that show that a combination of perinatal risk factors constitutes the largest determinant for developmental issues at 36 months of age. This information establishes the need for a priority follow-up in this population beyond 24 months of corrected age.

Evolución del desarrollo psicomotor en preescolares con antecedentes de prematuridad / Evolution of psychomotor development in pre-school children born prematurely

INTRODUCCIÓN: En las últimas décadas, el nacimiento de niños prematuros se ha incrementado notablemente, siendo importante conocer sus efectos. El objetivo del estudio es determinar el perfil de desarrollo psicomotor de niños con antecedentes de prematuridad, a los 4, 5 y 6 años, y compararlos con un grupo de niños nacidos a término para detectar posibles desajustes. PACIENTES Y MÉTODOS: La muestra estaba constituida por 98 participantes, distribuidos uniformemente en 2 grupos, prematuros y a término. Se realizó un estudio de cohorte prospectivo longitudinal analítico observacional con un diseño de casos y controles. Se ha considerado la división del grupo prematuro en muy prematuros y prematuros moderados y tardíos. Las evaluaciones se realizaron con las Escalas McCarthy de Aptitudes y Psicomotricidad para niños. RESULTADOS: Los datos muestran logros dentro de los intervalos medios. No obstante, se evidencian más dificultades en el desarrollo a los 4 años en el grupo de prematuros. Atendiendo a la edad gestacional, los muy prematuros (edad gestacional menor de 32 semanas) muestran puntuaciones significativamente más bajas con respecto a los prematuros moderados y tardíos, fundamentalmente a los 6 años, y con los nacidos a término, a los 4 y 6 años. CONCLUSIONES: A menor edad gestacional, son mayores las dificultades, pudiendo afectar en la etapa de Educación Primaria. Se considera la necesidad de efectuar un seguimiento a todos los prematuros en la etapa preescolar, así como evaluar habilidades más específicas y continuar con la atención desde equipos especializados

INTRODUCTION: The rate of premature births has significantly increased, and it is important to determine its effects. The objective of this study is to determine the psychomotor development profile of a group of children born prematurely, at the age of 4, 5 and 6, and to compare them with a group of full-term birth children, in order to detect any differences. PATIENTS AND METHODS: The sample consisted of 98 participants, evenly distributed into two groups, premature and full-term born children. A prospective longitudinal observational analytical study, with a design of cases and controls, was carried out. For some analyses, the separation into early pre-term, moderate pre-term, and late pre-term was considered. The evaluations were performed using the McCarthy Scale of Aptitudes and Psychomotor skills for children. RESULTS: The data shows achievements within the middle intervals. However, there are more difficulties in development at 4 years in the group of premature children, according to gestational age. Early pre-term (gestational age less than 32 weeks) showed significantly lower scores compared to moderate and late pre-term, mainly at 6 years, and with those born at term, at 4 and 6 years. CONCLUSIONS: Development difficulties are greater at a lower gestational age, and may affect the Primary Education stage. The need to monitor all premature children in the preschool stage is suggested, as well as to evaluate more specific skills and continue with the care from specialist teams

[Evolution of psychomotor development in pre-school children born prematurely]. / Evolución del desarrollo psicomotor en preescolares con antecedentes de prematuridad.

INTRODUCTION: The rate of premature births has significantly increased, and it is important to determine its effects. The objective of this study is to determine the psychomotor development profile of a group of children born prematurely, at the age of 4, 5 and 6, and to compare them with a group of full-term birth children, in order to detect any differences. PATIENTS AND METHODS: The sample consisted of 98 participants, evenly distributed into two groups, premature and full-term born children. A prospective longitudinal observational analytical study, with a design of cases and controls, was carried out. For some analyses, the separation into early pre-term, moderate pre-term, and late pre-term was considered. The evaluations were performed using the McCarthy Scale of Aptitudes and Psychomotor skills for children. RESULTS: The data shows achievements within the middle intervals. However, there are more difficulties in development at 4 years in the group of premature children, according to gestational age. Early pre-term (gestational age less than 32 weeks) showed significantly lower scores compared to moderate and late pre-term, mainly at 6 years, and with those born at term, at 4 and 6 years. CONCLUSIONS: Development difficulties are greater at a lower gestational age, and may affect the Primary Education stage. The need to monitor all premature children in the preschool stage is suggested, as well as to evaluate more specific skills and continue with the care from specialist teams.

Evolution of psychomotor development in pre-school children born prematurely.

INTRODUCTION: The rate of premature births has significantly increased, and it is important to determine its effects. The objective of this study is to determine the psychomotor development profile of a group of children born prematurely, at the age of 4, 5 and 6, and to compare them with a group of full-term birth children, in order to detect any differences. PATIENTS AND METHODS: The sample consisted of 98 participants, evenly distributed into two groups, premature and full-term born children. A prospective longitudinal observational analytical study, with a design of cases and controls, was carried out. For some analyses, the separation into early pre-term, moderate pre-term, and late pre-term was considered. The evaluations were performed using the McCarthy Scale of Aptitudes and Psychomotor skills for children. RESULTS: The data show achievements within the middle intervals. However, there are more difficulties in development at 4 years in the group of premature children, according to gestational age. Early pre-term (gestational age less than 32 weeks) showed significantly lower scores compared to moderate and late pre-term, mainly at 6 years, and with those born at term, at 4 and 6 years. CONCLUSIONS: Development difficulties are greater at a lower gestational age, and may affect the Primary Education stage. The need to monitor all premature children in the preschool stage is suggested, as well as to evaluate more specific skills and continue with the care from specialist teams.

Ansiedad en hijos de padres alcohólicos en tratamiento / Anxiety in children of male alcoholics under treatment

Nuestro trabajo pretende valorar la importancia que determinadas variables descriptoras de la enfermedad y del estrés familiar juegan en el niño, una vez que el enfermo alcohólico se integra en un programa de tratamiento. Seleccionamos una muestra de 155 niños entre 9 y 18 años, con una edad media de 13.44; todos eran hijos de padres alcohólicos en tratamiento y procedían de 93 familias. Los instrumentos utilizados, además de una entrevista semiestructurada, consistieron en una batería de tests psicológicos: FES, STAI, STAIC, CMAS y CAST. Una vez analizados los resultados concluimos que la estabilidad emocional del hijo de enfermo alcohólico en tratamiento viene caracterizada por: niveles bajos de ansiedad en ambos padres, principalmente en el padre, y una vivencia positiva de la enfermedad del padre. Además, la ansiedad del hijo de alcohólico en tratamiento viene influida de forma indirecta por la estabilidad familiar y unas adecuadas relaciones internas entre los miembros. Los resultados obtenidos nos hacen ser optimistas debido a que el tratamiento recibido parece ejercer una notable influencia positiva, no sólo para el enfermo alcohólico sino también para el resto de la familia y especialmente para los hijos (AU)

Our investigation proposes to value the importance that family stress and certain variables descriptive of the parental disease play in the child, once the alcoholic patient has been set in a treatment program. We selected a sample of 155 children between 9 and 18 years old. The procedures used included, in addition to a semistructured interview, a batery of psychological test: FES, STAI, STAIC, CMAS and CAST. Once the results were analyzed, our conclusion was that the emotional stability of the child of male alcoholics under treatment is characterized by low levels of anxiety in both parents, primarily in the father, and by a positive attitude towards the father’s disease. At the same time, such relationships are, in one way or another, tinged with family stability and adequate internal relationships among its members. Finally, our results make us optimistic due to the fact that the treatment received by these alcoholic patients seems not only to have positively influenced them, but also the rest of their families and, especially, their children (AU)