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1.
This study describes the development of emotional and behavioral regulation in a regional cohort of children born extremely preterm (<28 weeks gestational age, n = 39), very preterm (<34 weeks gestational age, n = 56), and full term (n = 103). At 2 and 4 years, children born at younger gestational ages demonstrated poorer self-regulation across multiple contexts spanning observed interactions, formal cognitive testing, and parental report of child behavior at home. Among children born preterm, the 2 strongest predictors of impairments in self-regulation were the presence of moderate-to-severe cerebral white matter abnormalities on neonatal magnetic resonance and a less sensitive parenting style when children were aged 2 years. Findings support the importance of early neurological development and parenting for developing regulation in children born very preterm.  相似文献   

2.
This study examined whether the Mother–Infant Transaction Program prevents behavioral problems among preterm children (birth weight < 2000 g) until age 9. The program was administered to 72 preterms, while 74 preterms and 75 full‐terms formed control groups (N = 221). Behavior was reported by parents (Child Behavior Checklist) and teachers (Teachers Report Form) and by all on selected Strengths and Difficulties Questionnaire (SDQ) questions. Long‐term behavioral development appeared to be qualitatively unaffected by the intervention. At ages 7 and 9, fewer attention problems and better adaptation to school were reported from parents and teachers of the intervention group compared to preterm controls. At age 9, teachers reported fewer difficulties in the intervention group and better academic performance. In these areas they were reported as being at the statistically same level as term controls.  相似文献   

3.
Using time-lapse video, we recorded the sleep/wake states of 95 preterm infants, born under 1500 g and cared for in three hospitals, for three 24-hr periods at 33 and 35 weeks conceptional age. The videotapes were scored in 5-min epochs for quiet sleep (QS); active sleep (AS); wakefulness (Wa); bout lengths of QS (QSBL), AS (ASBL), and waking (WaBL); nursing/caregiving periods (Crgv); bout lengths of Crgv (CrgvBL); and time out of the crib (OOC). The infants' sleep showed significant individual differences at each age, over age, and from day to nighttime. They showed developmental changes in QS, AS, Wa, and QSBL. QS and QSBL were positively related to caregiving time; ASBL was related to maternal age; and QS was related to gestational age and birth weight. Thus, very low birth weight preterm infants show marked stability and developmental change in the organization of the sleep/wake states from a very early age, and their states are related to demographic variables as well as temporal measures of caregiving.  相似文献   

4.
A revised Prechtl Neurological Examination was administered to 510 singleton infants at term conceptional age to assess the influence of gestational age, race, and sex on neurobehavioral responses in a "typical" newborn population. The infants were born at 1 of 5 centers and were subjects of the NIH Collaborative Study on Antenatal Steroid Therapy. Of these babies, 392 were born at less than 37 weeks gestational age, whereas 118 infants were born at greater than or equal to 37 weeks. Of a total of 50 items of interest, 12 differed significantly based on race, 14 items differed in terms of gestational age at birth, and 5 items were influenced by the sex of the baby. These data suggest that singleton preterm infants born at differing gestational ages should not be considered to comprise a homogeneous sample. Further, caution should be exercised when considering babies of heterogeneous race groupings, and the babies' sex has minimal impact on neurobehavioral responses at term conceptional age.  相似文献   

5.
A group of 46 full-term and 54 high-risk preterm (less than 1,500 grams birthweight) infants were tested at 6, 7, and/or 8 months of age (corrected age for preterms) on a battery of problems assessing visual recognition memory and tactual-visual cross-modal transfer. At all 3 ages, scores obtained on aggregates of 6-11 problems in the battery significantly predicted 3-year Stanford-Binet IQ: correlations ranged from r = .37 to r = .63, and clustered between r = .50 and r = .60. When aggregates from 2 or 3 ages were used as predictors, multiple correlations were as high as R = .60 and R = .70. Cutoffs for predicting children at risk for mental retardation (IQ less than 70) or cognitive delay (IQ less than 85) showed reasonable sensitivity and specificity, although low scores were poor at detecting IQs less than 70. The internal consistency of composites, indexed by alpha coefficients, was unexpectedly low, primarily because the problems shared little variance. However, stability coefficients between assessments as much as 1 and 2 months apart were moderate in magnitude, ranging from r = .30 to r = .50. Considering the high degree of predictive validity, the stability figures appear to be better estimates of reliability for these measures than are indices of internal consistency. The relations reported here were similar for both full-terms and preterms.  相似文献   

6.
The relation between maternal social networks and mother-infant interactions at 6 months of age was examined in 34 mother-preterm and 20 mother-full-term dyads. All preterm infants were of very low birthweight and experienced medical complications. Mothers were interviewed regarding their social networks; ratings of maternal behaviors were derived from videotaped mother-infant interactions. There were few between-group differences in mean levels of network variables; however, the association between network structure and maternal sensitivity differed in the 2 groups. A larger number of ties between the mother's family of origin and the mother's friends related to higher maternal sensitivity in full-terms but to lower maternal sensitivity in preterms. The birth of a full-term infant is typically a positive event around which a tightly knit network can coalesce to support the mother. It is less clear that the birth of a preterm infant is a positive event, leaving network members unsure of their roles and how to respond. Under the latter circumstances, fewer ties among network members may decrease the likelihood of ambiguous or stressful communications.  相似文献   

7.
Individual differences in academic success were investigated in a geographically defined whole-population sample of very preterm children with a gestational age of less than 32 weeks or a birth weight of less than 1500 gm. The sample consisted of 264 very preterm children (75.6% of German-speaking survivors) and 264 controls matched for gender, socioeconomic status, marital status and age of mother, who were studied from birth. The present analyses focused on the impact of cognitive skills assessed at ages 6 and 8 on academic success at the age 13. IQ scores, prereading skills, reading, spelling, and math performance assessed during the last kindergarten year and again at the end of Grade 2 were used as predictors of academic success in early adolescence. Differences between very pretern children and controls in cognitive abilities already observed in earlier assessments remained stable over time, with controls on average performing more than half a standard deviation above the level of preterm children. Preterm children also performed poorer on the literacy measures and indicators of math performance. Multivariate and causal modeling revealed different prediction patterns for the two groups. Whereas IQ was particularly important for the prediction of academic success in the pre-term sample, general IQ was less relevant for the prediction of academic success in the control group. When subgroups of at-risk children were formed according to birth weight categories, we found that school problems were most pronounced for children with extremely low birth weight (1000 gm and less).  相似文献   

8.
7-month-old full-terms and high-risk preterms (less than 1,500 grams at birth) were compared on problems of visual recognition memory and tactual-to-visual cross-modal transfer. On the visual problems, preterm infants showed significantly less differential attentiveness to novelty than full-terms. They also required longer exposure times during visual familiarization, primarily because of longer pauses between fixations. Preterms and full-terms exhibited different patterns of looking, as indicated by the duration of fixation and the frequency in shifts of gaze. On the cross-modal problems, preterms and full-terms both exhibited similar and significant preferences for familiar rather than novel stimuli, a direction of preference which suggests that these problems were relatively difficult for both groups. For the preterms, novelty and exposure-time scores were found to be related to several medical risk factors. Novelty preferences were compromised in preterms who had suffered RDS postnatally, particularly those who had required prolonged mechanical ventilation. In general, high-risk preterms exhibited deficits in visual recognition memory and in the ability to recruit, sustain, and shift attention.  相似文献   

9.
This article explores service use broadly by examining the mix of educational, health, and psychosocial services that preschool children received in the fifth year of life. The sample included 869 children who participated in the Infant Health and Development Program, an early intervention program designed to evaluate the efficacy of a comprehensive early intervention for low-birth-weight, premature infants during the first 3 years of life and who were followed until age 5. Cluster analyses of services at age 5 yielded 4 service groups--basic health only (doctor visits; n = 114); basic health and educational services (doctor visits and school/preschool; n = 444); basic health, educational, and psychosocial services (or multiple services; doctor visits, school/preschool, and psychosocial services; n = 129); and specialized health and educational services (doctor visits, school/preschool, emergency room visits and special medical visits [ear and/or eye examinations]; n = 182). Results suggest that neonatal health conditions, maternal education at the time of the child's birth, child developmental status at age 3, and maternal health, family income, and insurance status at age 5 were associated with patterns of services at age 5. Patterns of use are consistent over time (the first 3 years of life to the 5th year of life). After covarying the correlates of the service patterns, participation in the early intervention was not associated with patterns of services at age 5, and service patterns were associated with child well-being (health, school readiness, mental health), but results differed by intervention status. Findings are discussed in terms of preventive, responsive, and deficit models of service use.  相似文献   

10.
S A Rose 《Child development》1983,54(5):1189-1198
This study investigated the effect of increasing familiarization time on the visual recognition memory of 6- and 12-month-old full-term and preterm infants. Infants were given trials in which they viewed a shape for either 10-, 15-, 20-, or 30-sec familiarization and were then tested for visual recognition memory using the paired comparison technique. While the older infants showed evidence of recognition memory after less familiarization time than the younger ones, at both ages preterms required considerably longer familiarization than full-terms. The pattern of performance replicates our earlier finding of developmental lags in the visual information processing of 6-month-old preterms and extends these findings to 12-month-olds. These results suggest that there are persistent differences between preterm and full-term infants throughout at least the first year of life in this very fundamental aspect of cognition.  相似文献   

11.
Stability in cardiac indicators before birth and their utility in predicting variation in postnatal development were examined. Fetal heart rate and variability were measured longitudinally from 20 through 38 weeks gestation (n = 137) and again at age 2 (n = 79). Significant within-individual stability during the prenatal period and into childhood was demonstrated. Fetal heart rate variability at or after 28 weeks gestation and steeper developmental trajectories were significantly associated with mental and psychomotor development at 2 years (n = 82) and language ability at 2.5 years (n = 61). These data suggest that the foundations of individual differences in autonomic control originate during gestation and the developmental momentum of the fetal period continues after birth.  相似文献   

12.
The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and preliteracy ones. The research project involved an experimental group made up of 55 moderately preterm children (mean age?=?62 months, mean gestational age?=?34.6 weeks), without any clinical neonatal complications, and low birth weight (M?=?2,100 g, SD?=?350 g); a control group made up of 55 full-term children without pre- and perinatal complications. The children’s primary school reference teachers were given a questionnaire (Observative Questionnaire for Early Identification of Learning Disabilities), which was aimed at identifying any likely social and cognitive skill deficits at preschool age. The data, submitted to nonparametric univariate variance, show how scores of moderately preterm children in the metacognition [U (n1 e?n2?=?55)?=?35, p?=?0.04, r?=?0.49] are statistically lower, other cognitive skills (memory, orientation, and visual–motor coordination) [U (n1?e?n2?=?55)?=?32, p?=?0.02, r?=?0.45], premathematics [U (n1?e?n2?=?55)?=?32, p?=?0.02, r?=?0.44], and the total score [U (n1?e?n2?=?55)?=?31, p?=?0.02, r?=?0.12]. Such data would seem to suggest the need for hypothesizing preventive training and educational paths as a prerequisite for the development of the school abilities.  相似文献   

13.
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14.
This investigation involved the longitudinal assessment of 30 mother-preterm and 40 mother-full-term dyads from birth to 2 years of age. Measures of maternal attitudes, maternal perception of the infant, and parental functioning were obtained at 1 and 8 months of infant age. Mother-infant interactions were observed at 4, 8, 12, and 24 months. Infant cognitive, motor, and language development was assessed at 4, 12, and 24 months. Results indicated that by age 2 years, no group differences were apparent on any child development, mother-child interaction, or maternal attitudinal measures; the lone exception was that preterms were significantly poorer in motor skills. This similarity in functioning at age 2 years was in marked contrast to earlier findings of major group differences at 12 months. Correlational and regression analyses indicated that the developmental and social interaction outcomes were predicted by different factors in the two groups; moreover, whereas 40%-60% of the variance in preterm infants' social and cognitive outcomes could be accounted for, only 15%-30% was accounted for in the full-term group. These results are discussed in terms of compensatory mechanisms that may characterize the parenting of high-risk infants, and of the applicability of transactional models of development.  相似文献   

15.
2 large independent cohorts of preterm infants ranging between 32 weeks and term were given a neurobehavioral assessment (the NAPI) that measures, among other things, individual differences in excitation management. This assessment, which has high test-retest reliability and developmental and clinical validity, presents each infant with an identical sequence of events. Infant reactions to the standard stimulation provided by this assessment were used as measures of differential excitability. The results showed that over a period of weeks, preterms were highly self-consistent in their reactions. Highly reliable individual differences between infants were also seen. The self-consistencies and individual differences were independent of the infants' prior medical complications. With very few exceptions, these results replicated over the 2 independent cohorts. The individual consistencies and differences in excitation management found in this study might predispose children to later differences in temperament.  相似文献   

16.
In this column, the author summarizes four research studies relevant to normal birth. The topics of the studies include the clinical and behavioral benefits of skin-to-skin contact after birth; the effect of a group model of prenatal care on preterm birth risk and breastfeeding success; the harmful effects of a brief interval of electronic fetal monitoring at hospital admission; and barriers to access to midwifery care.  相似文献   

17.
10 preterm and 10 full-term infants were tested longitudinally from 28 to 60 weeks of age on a modified version of the AB task, a nonreaching AB task, a Barrier Detour task, a Means-End task, and Perseveration in the Means-End task. Results show that age-corrected (age since conception) premature infants tolerated longer delays than full-term infants on the modified and nonreaching AB tasks. However, when compared by chronological age (age since birth), there were no group differences on either the reaching or nonreaching AB task. No group differences were found on Barrier Detour, Means-End, or Perseveration in either the age-corrected or chronological age comparisons. The results suggest that the function that mediates modified AB performance is one of memory and not of perseveration or means-end ability. Further, these findings suggest that current proposals about brain development based on single samples of infants may be tenuous. Finally, the results of this study suggest that development of the brain structure(s) that mediate modified AB performance is strongly influenced by experience in the postnatal environment.  相似文献   

18.

Statewide birth certificate and preschool exceptionality records were integrated to identify risk factors for developmental delay (DD). Epidemiological methods were used to investigate both individual-level and population-level risk for DD associated with a number of child and maternal factors. Infants born with very low birth weight were at the greatest individual-level risk for DD, whereas prematurity (gestational age less than 37 weeks) and low maternal education posed the greatest population-level risk. For comparative purposes, individual-level risk for speech disability and other developmental disabilities was also determined. The individual-level risk associated with nearly all factors was significantly greater for DD than for speech disability or other developmental disabilities. The present study suggests that information available from birth certificate records can be used to target screening and early intervention services for children at high risk with the goal of reducing the incidence of DD and subsequent associated disabilities.  相似文献   

19.
Prematurity may cause hippocampal compromise. Therefore, hippocampus‐dependent memory processes (recollection‐based retrieval) may be more impaired than hippocampus‐independent processes (familiarity‐based retrieval). The memory of 18 children born preterm with reduced hippocampal volumes, without neonatal complications (weeks of gestation < 34, weight < 1,600 g), and 15 controls (8–10 years) was tested using an item recognition task. While groups were equal in memory performance, dissociation was found: The event‐related potential (ERP) correlate of familiarity was intact in the preterm group, whereas the correlate of recollection was attenuated. A follow‐up experiment ruled out that this was due to general cognitive deficits. Furthermore, gestational age correlated with the ERP index of recollection. Thus, recognition memory in preterm children may be characterized by a compensation of attenuated recollection by familiarity.  相似文献   

20.
Prior research on school-age children with mental retardation indicates that they are less motivated on tasks than mental-age-matched peers. In this study, mastery motivation on two tasks was compared for 1- and 2-year-old children with motor impairment ( n = 25), developmental delay ( n = 25), and typical development ( n = 25), matched for mental age. The groups did not differ significantly on any measure of mastery motivation. The relative contribution of premature birth, a history of seizure disorders, severity of cognitive delay, and maternal didactic interaction in predicting mastery motivation was examined for toddlers with developmental delay or motor impairment. Maternal didactic interaction added a significant proportion of variance above and beyond other variables in predicting several aspects of mastery motivation in toddlers with developmental disabilities.  相似文献   

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