ArticleClinical and experimental pediatrics2020
Long-term cognitive, executive, and behavioral outcomes of moderate and late preterm at school age.
Article in Clinical and experimental pediatrics, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers, 1 of them a synthesis that pooled it.
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Who cites it
16 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Intelligence Quotient (IQ) in school-aged preterm infants: A systematic review.Frontiers in psychology · 2023Pooled it
- Executive function development between ages 2 and 6 in children exposed to threatened preterm labor.European child & adolescent psychiatry · 2026Article
- Neuroimaging markers of cognition in late childhood associated with moderate to late preterm birth.Pediatric research · 2026Article
- A quality improvement intervention to improve medium-term breastfeeding in moderate- and late-preterm infants.International breastfeeding journal · 2025Article
- Burst of gyrification in the human brain after birth.Communications biology · 2025Article
- Gestational Age and Cognitive Development in Childhood.JAMA network open · 2025Article
- Writhing Movements and Hypoglycemia in Moderate-Late Preterm Infants: A Prospective Cohort Study.Children (Basel, Switzerland) · 2025Article
- Surviving prematurity: retrospective longitudinal study of multisystem consequences in preterm-born individuals from infancy to adolescence.BMC pediatrics · 2025Article
- Effect of Model of Neonatal Care on Neurodevelopment at the 18 Month Follow-Up in Moderate and Late Preterm Infants.Journal of clinical medicine · 2025Article
- Article
- Neurodevelopmental outcomes of preterm infants.Clinical and experimental pediatrics · 2023Article
- Article
- Altered functional connectivity in children born very preterm at school age.Scientific reports · 2022Article
- Medical Utilization and Costs in Preterm Infants in the First 6 Years of Life After Discharge From Neonatal Intensive Care Unit: A Nationwide Population-Based Study in Korea.Journal of Korean medical science · 2022Article
- Should we regularly evaluate the neurodevelopmental status of moderate and late preterm infants?Clinical and experimental pediatrics · 2020Article
- What do we know about the long-term cognitive and behavioral outcomes of school-aged children who were born moderate to late preterm?Clinical and experimental pediatrics · 2020Article
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Authors and funding
5 authors.
Funding
Abstract
backgroundThere is increasing concern that moderate preterm (32-33 weeks' gestation) and late preterm (34-36 weeks' gestation) birth may be associated with minor neurodevelopmental problems affecting poor school performance. PURPOSE: We explored the cognitive function, cognitive visual function, executive function, and behavioral problems at school age in moderate to late preterm infants.
methodsChildren aged 7-10 years who were born at 32+0 to 36+6 weeks of gestation and admitted to the neonatal intensive care unit from August 2006 to July 2011 at the National Health Insurance Service Ilsan Hospital were included. We excluded children with severe neurologic impairments, congenital malformations, or chromosomal abnormalities. Neuropsychological assessments consisted of 5 neuropsychological tests and 3 questionnaires.
resultsA total of 37 children (mean age, 9.1±1.2 years) participated. The mean gestational age at birth was 34.6±7.5 weeks, while the mean birth weight was 2,229.2±472.8 g. The mean full-scale intelligence quotient was 92.89±11.90; 24.3% scored between 70 and 85 (borderline intelligence functioning). An abnormal score was noted for at least one of the variables on the attention deficit hyperactivity disorder diagnostic system for 65% of the children. Scores below borderline function for executive quotient and memory quotient were 32.4% and 24.3%, respectively. Borderline or clinically relevant internalizing problems were noted in 13.5% on the Child Behavior Check List. There were no significant associations between perinatal factors or socioeconomic status and cognitive, visual perception, executive function, or behavior outcomes.
conclusionModerate to late preterm infants are at risk of developing borderline intelligence functioning and attention problems at early school age. Cognitive and executive functions that are important for academic performance must be carefully monitored and continuously followed up in moderate to late preterm infants.
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