Frances A. Carter|Michael E. Msall
Language Abilities as a Framework for Understanding Emerging Cognition and Social Competencies after Late, Moderate, and Very Preterm Birth
Comer Children's Hospital|Comer Children's Hospital
see related article p 74 see related article p 74 children born prematurely diverse population risk spectrum communicative regulatory coordination social learning challenges1allen mc cristofalo e kim c outcomes preterm infants morbidity replaces mortalityclin perinatol 2011 38 441454abstract full text full text pdf pubmed scopus 78 google scholar 2pintomartin ja levi se feldman jf lorenz jm paneth n whitaker ah prevalence autism spectrum disorder adolescents born weighing 2000 gramspediatrics 2011 128 883891crossref pubmed scopus 150 google scholar 3bhutta cleeves casey ph cradock mm anand kj cognitive behavioral outcomes schoolaged children born preterm metaanalysisjama 2002 288 728737crossref pubmed scopus 1858 google scholar 4vohr b longterm outcomes moderately preterm late preterm early term infantsclin perinatol 2013 40 73975124182959abstract full text full text pdf pubmed scopus 128 google scholar investigations us national institute child health human development neonatal research networks focused examining motor cognitive outcomes extreme prematurity using bayley scales infanttoddler development first 2 years life however sequential evaluation language skills infancy early elementary school years reported diverse preterm cohorts across broad range gestational ages respect study putnick et al5putnick dl bornstein mh eryigitmadzwamuse wolke longterm stability language performance preterm moderatelate preterm term childrenj pediatr 2017 181 7479abstract full text full text pdf pubmed scopus 66 google scholar volume journal important prospectively recruited bavarian cohort putnick et al5putnick dl bornstein mh eryigitmadzwamuse wolke longterm stability language performance preterm moderatelate preterm term childrenj pediatr 2017 181 7479abstract full text full text pdf pubmed scopus 66 google scholar examined stability language development trajectories across 3 gestational age groups extremely preterm children 2531 weeks gestation n 204 moderatelate preterm children 3233 weeks gestation 3436 weeks gestation n 276 full term children 3741 weeks gestation n 268 multidisciplinary investigators studied language abilities sequentially 5 months corrected age 8 years chronological age using battery ageappropriate standardized measures language capabilities strengths report include large sample size longitudinal design sequential assessments language processes modeling language trajectories using latent class statistical approaches authors found children born prematurely poorest language skills compared moderate late preterm children beginning 20 months continuing school entry 6 years moderate late preterm children also performed worse full term children consistently 20 months 6 years importantly 8 years full term group children moderatelate preterm group children performed similarly one another preterm group children continued less optimal language performance initial analyses authors also controlled childs nonverbal intelligence family socioeconomic status found differences early stability preterm group children comparable moderatelate preterm group children full term group children authors interpreted indicating stronger stability language development preterm group children likely due general cognitive difficulties rather due specific language performance abilities results indicate children born prematurely across gestational age spectrum increased risk delayed language development language performance 20 months important predictor language skills preschool early elementary school age identification early language delays help prioritize interventions promote communicative social development well kindergarten readiness academic competencies literacy written language pediatricians professionals go beyond surveillance major motor cognitive sensory impairments first 2 years life systematically screen language regulatory social competencies throughout early childhood preschool years promoting parentchild early communicative playbased interactions well access quality early childhood education help build plasticity developmental language learning advocacy help optimize trajectories kindergarten readiness early literacy findings study remained significant controlling childs nonverbal intelligence family socioeconomic status authors previously reported general cognitive performance high stability beginning infancy low socioeconomic status birth important risk factor adverse child developmental outcomes6breeman ld jaekel j baumann n bartmann p wolke preterm cognitive function adulthoodpediatrics 2015 136 415423crossref pubmed scopus 132 google scholar us multicenter infant health developmental program also studied late moderate preterm risk groups demonstrated quality communicative early childhood educational environments critically important improving cognitive school readiness outcomes families experiencing social disadvantage7berlin lj brooksgunn j mccarton c mccormick mc effectiveness early intervention examining risk factors pathways enhanced developmentprev med 1998 27 2382459579002crossref pubmed scopus 102 google scholar using language delays important indicator future cognitive educational risks health professionals ensure access quality early childhood communicative learning environments occur preterm children longterm stability language performance preterm moderatelate preterm term childrenthe journal pediatricsvol 181previewto investigate whether children born preterm moderatelate preterm term differ average level individualdifference stability language performance time fulltext pdf