Neurobehavioral symptoms in children born extremely preterm: A Swedish National Study

• Published in: Acta Paediatrica Vol. 112; no. 11; pp. 2387 - 2399
• Main Authors: Serenius, Fredrik, Kaul, Ylva Fredriksson, Källén, Karin, Hafström, Maria, Ådén, Ulrika, Stjernqvist, Karin, Farooqi, Aijaz
• Format: Journal Article
• Language: English
• Published: Norway Wiley Subscription Services, Inc 01.11.2023; Wiley-Blackwell
• Subjects: active perinatal-care; age; associations; Children; Clinical Medicine; Cohort analysis; cohort study; development; Emotions; Hyperactivity; infants; Intellectual disabilities; Klinisk medicin; Language; language abilities; Medical and Health Sciences; Medicin och hälsovetenskap; mental health; Neurodevelopmental disorders; outcomes; Pediatrics; Pediatrik; perception; Population studies; development; language; cohort study; Mental health; perception
• ISSN: 0803-5253; 1651-2227; 1651-2227
• DOI: 10.1111/apa.16942

Aim To determine the prevalence of neurobehavioral symptoms at 6.5 years in children born extremely preterm (EPT, <27 weeks' gestation). Methods Population‐based cohort study of infants born EPT in Sweden from 2004 to 2007. Of 486 survivors 375 were assessed and compared with 369 matched term‐born controls. EPT children free from neurosensory and intellectual disabilities (neurodevelopmental disabilities [NDD]‐free, n = 236) were compared separately. Standardised questionnaires were used to assess parental ratings of hyperactivity and attention, emotional, peer‐relation, conduct and social problems; and deficits in perception, language and memory. Results EPT children had more reported problems in all assessed neurobehavioral domains than controls, with more than three times greater odds for most outcomes. Except for conduct problems, increased problems were identified also in NDD–free children. The odds of having neurobehavioral problems in ≥3 co‐occurring domains were five (whole EPT group) and three (NDD‐free group) times higher than in controls. Conclusion EPT children with or without NDD have more neurobehavioral problems in multiple domains than term peers. Ongoing assessments of behaviour until school age or beyond should recognise early symptoms of attention, everyday social problems, perceptual, emotional or language difficulties.