Higher prevalence of learning disabilities, ADHD, poorer academic performance and social functioning
WASHINGTON -- Many pre-term and low birth weight infants who do not suffer from a physical debilitating condition are still at risk for subtle developmental delays that are more social, behavioral and cognitive in nature that are often undetected until a child reaches school age, say researchers.
According to a new study on consequences of early births, 61 percent of pre-term children experienced either low achievement or special needs in school compared with 23 percent of full-term children who had these problems. This study and its findings will be presented at the American Psychological Association's 108th Annual Convention in Washington, DC.
Researchers Jeremie R. Barlow, M.S., and Lawrence Lewandowski, Ph.D., of Syracuse University, in collaboration with researchers at Crouse-Irving Memorial Hospital, evaluated pre-term infants over ten years to determine what risks these infants faced compared to full-term infants. One hundred and eighteen pre-term infants (24-31 weeks) and 119 full-term infants (38-42 weeks) born in an upstate New York Hospital were compared on school-related cognitive functioning measures that included learning disabilities classification, academic achievement, placement and grade retention. The children were also compared on a number of social, behavioral and clinical measures that involved parent, teacher and psychologists' ratings. These measurements were collected on these children at birth, 15 months, 2, 4, 7 and 10 years of age.
Pre-term children scored lower on intelligence and achievement tests then full-term children, said the authors. Additionally, pre-term children received lower ratings from their parents and teachers on measures of social and behavioral functioning. Pre-term children also required more educational support, were held back from moving to the next grade and diagnosed with learning disabilities by their schools more frequently than full-term children. Furthermore, the pre-term children were much more likely to be diagnosed with ADHD (4-6 times higher than national estimates of 3-5% of general population), according to the authors.
"The prevalence of school problems with pre-term children is staggering," say the authors, "and warrants greater attention from school professionals. But our research also suggests that interventions should be implemented for all pre-terms as early as possible to halt or prevent future problems and closely monitor their social, behavioral and academic progress."
Presentation: "Ten-Year Longitudinal Study of Preterm Infants: Outcomes and Predictors," Jeremie Rentas Barlow, M.S., and Lawrence Lewandowski, Ph.D., Syracuse University, Session 4115, Monday, August 7, 11:00 -- 11:50 AM, Washington Convention Center, Hall A
Jeremie Rentas Barlow, M.S., can be reached at 502-553-8299 or at jeremierentas@hotmail.com
(Full text available from the APA Public Affairs Office.)
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