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Cited by 21Infant Development and Preterm CareNeonatal and fetal brain pathologyBirth, Development, and Health

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Learning Disabilities in Extremely Low Birth Weight Children and Neurodevelopmental Profiles at Preschool Age

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Squarza, Chiara, Picciolini, Odoardo, Gardon, Laura, Giannì, Maria L., Murru, Alessandra, Gangi, Silvana, Cortinovis, Ivan, Milani, Silvano, Mosca, Fabio·2016·Frontiers in Psychology
DOI 10.3389/fpsyg.2016.00998PMC PMC4923155
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Abstract

At school age extremely low birth weight (ELBW) and extremely low gestational age (ELGAN) children are more likely to show Learning Disabilities (LDs) and difficulties in emotional regulation. The aim of this study was to investigate the incidence of LDs at school age and to detect neurodevelopmental indicators of risk for LDs at preschool ages in a cohort of ELBW/ELGAN children with broadly average intelligence. All consecutively newborns 2001-2006 admitted to the same Institution entered the study. Inclusion criteria were BW < 1000 g and/or GA < 28 weeks. Exclusion criteria were severe cerebral injuries, neurosensory disabilities, genetic abnormalities, and/or a Developmental Quotient below normal limits (< 1 SD) at 6 years. The presence of learning disabilities at school age was investigated through a parent-report questionnaire at children's age range 9-10 years. Neurodevelopmental profiles were assessed through the Griffiths Mental Development Scales at 1 and 2 years of corrected age and at 3, 4, 5, and 6 years of chronological age and were analyzed comparing two groups of children: those with LDs and those without. At school age 24 on 102 (23.5%) of our ELBW/ELGAN children met criteria for LDs in one or more areas, with 70.8% comorbidity with emotional/attention difficulties. Children with LDs scored significantly lower in the Griffiths Locomotor and Language subscales at 2 years of corrected age and in the Personal-social, Performance and Practical Reasoning subscales at 5 years of chronological age. Our findings suggest that, among the early developmental indicators of adverse school outcome, there is a poor motor experimentation, language delay, and personal-social immaturity. Cognitive rigidity and poor ability to manage practical situations also affect academic attainment. Timely detection of these early indicators of risk is crucial to assist the transition to school.

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  • Neurodevelopmental delays such as cerebral palsy might not be visible in the first year of life.

    “It is important to emphasise that neuro-developmental delays such as cerebral palsy might not be visible in the first year of life, as observed by Squarza et al., who found in extremely low birth weight children an increased number of learning disabilities at school age.[23]”

    From Early neonatal mortality and neurological outcomes of neonatal resuscitation in a resource-limited setting on the Thailand-Myanmar border: A descriptive study (2018) · cites this paper as [23]

    The Conclusions report learning disabilities at school age among extremely low birth weight children, supporting that part of the citing sentence. The Results (Preschool outcomes) describe developmental assessments at one and later years, but the paper does not establish that cerebral palsy or other neurodevelopmental delays may be invisible during the first year. (LLM, conf=0.84)

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References 36 · Cited by 21

Research works printed but not linked: 37

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Metadata

Authors
Squarza, C., Picciolini, O., Gardon, L., Giannì, M. L., Murru, A., Gangi, S., Cortinovis, I., Milani, S., & Mosca, F.
Affiliations
University of Milan (IT)
Corresponding author
Squarza, Chiara
ORCID
Venue
Frontiers in Psychology
Publisher
Frontiers Media SA
Published
2016-06-28
Volume
7
Pages
998-998
ISSN
1664-1078 (ISSN-L)
DOI
10.3389/fpsyg.2016.00998
PMC
PMC4923155
OpenAlex
W2470589908
Cited by
21
References
36
Citations by year
2026: 1 · 2024: 6 · 2023: 3 · 2022: 2 · 2020: 2 · 2018: 4 · 2017: 2 · 2016: 1
FWCI
2.72
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Frontiers in Psychology (publishedVersion, cc-by)
  • Europe PMC (PubMed Central) (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Archivio Istituzionale della Ricerca (Universita Degli Studi Di Milano) (submittedVersion, other-oa)
Topics
  • Health Sciences › Medicine › Pediatrics, Perinatology and Child Health › Infant Development and Preterm Care
  • Health Sciences › Medicine › Pediatrics, Perinatology and Child Health › Neonatal and fetal brain pathology
  • Health Sciences › Medicine › Pediatrics, Perinatology and Child Health › Birth, Development, and Health
Keywords
learning disabilities, extremely low birth weight, extremely low gestational age, neurodevelopmental risk, preschool children, language delay, motor development, personal and social development, Griffiths Mental Development Scales, transition to school

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