Special Care and School Difficulties in 8-Year-Old Very Preterm Children: The Epipage Cohort Study

OBJECTIVES: To investigate school difficulties, special care and behavioral problems in 8 year-old very preterm (VPT) children. PATIENT AND METHODS: Longitudinal population-based cohort in nine regions of France of VPT children and a reference group born at 39-40 weeks of gestation (WG). The main outcome measures were information about school, special care and behavioral problems using Strengths and Difficulties Questionnaire from a questionnaire to parents. RESULTS: Among the 1439 VPT children, 5% (75/1439) were in a specialised school or class, 18% (259/1439) had repeated a grade in a mainstream class and 77% (1105/1439) were in the appropriate grade-level in mainstream class; these figures were 1% (3/327) , 5% (16/327) and 94% (308/327) , respectively, for the reference group. Also, 15% (221/1435) of VPT children in a mainstream class received support at school versus 5% (16/326) of reference group. More VPT children between the ages of five and eight years received special care (55% (794/1436)) than children born at term (38% (124/325)); more VPT children (21% (292/1387)) had behavioral difficulties than the reference group (11% (35/319)). School difficulties, support at school, special care and behavioral difficulties in VPT children without neuromotor or sensory deficits varied with gestational age, socioeconomic status, and cognitive score at the age of five. CONCLUSIONS: Most 8-year-old VPT children are in mainstream schools. However, they have a high risk of difficulty in school, with more than half requiring additional support at school and/or special care. Referral to special services has increased between the ages of 5 and 8 years, but remained insufficient for those with borderline cognitive scores

Journees pediatriques et obstetricales modernes II Deauville, 25-26 avril 2002, resumes

SIGLEAvailable from INIST (FR), Document Supply Service, under shelf-number : Y 33943 / INIST-CNRS - Institut de l'Information Scientifique et TechniqueFRFranc

Neonatal twin outcomes according to the planned mode of delivery: a national prospective population-based cohort study with propensity score analysis

37th Annual Pregnancy Meeting of the Society-for-Maternal-Fetal-Medicine (SMFM), Las Vegas, NV, JAN 23-28, 2017International audienc

Type of schooling and special care for very preterm children without severe deficiencies^a at the age of 5 by cognitive score^b at the age of 5.

a<p>Children assessed at 5 excluding children with cerebral palsy unable to walk without aid and those with severe visual deficiency (<3/10 for both eyes) or severe hearing deficit.</p>b<p>Cognitive score: Mental Processing Composite Scale of the Kaufmann Assessment Battery for Children.</p>c<p>The statistical test includes only children with a cognitive score.</p

Type of schooling, special care and behavioural problems by sex, type of pregnancy and family socioeconomic status in very preterm children.

a<p>Family socio-economic status is defined as the higher of the two parental levels..</p>b<p>p-value adjusted for family socioeconomic status and gestational age.</p

Behavioural problems assessed with the Strength and Difficulty Questionnaire at 8 years of age by gestational age group at birth.

<p>Behavioural problems assessed with the Strength and Difficulty Questionnaire at 8 years of age by gestational age group at birth.</p

Number of children in very preterm and term groups.

<p>Number of children in very preterm and term groups.</p

Schooling at 8 years of age by group of gestational age.

<p>Data are number (weighted %) or weighted mean (SD).</p>a<p>At national evaluation organized in 3^rd grade of mainstream school.</p