Predictive value of psychological assessment at five years of age in the long-term follow-up of very preterm children

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Lind , A , Nyman , A , Lehtonen , L & Haataja , L 2020 , ' Predictive value of psychological assessment at five years of age in the long-term follow-up of very preterm children ' , Child Neuropsychology , vol. 26 , no. 3 , pp. 312-323 . https://doi.org/10.1080/09297049.2019.1674267

Title: Predictive value of psychological assessment at five years of age in the long-term follow-up of very preterm children
Author: Lind, Annika; Nyman, Anna; Lehtonen, Liisa; Haataja, Leena
Other contributor: University of Helsinki, HUS Children and Adolescents


Date: 2020-04
Language: eng
Number of pages: 12
Belongs to series: Child Neuropsychology
ISSN: 0929-7049
DOI: https://doi.org/10.1080/09297049.2019.1674267
URI: http://hdl.handle.net/10138/319793
Abstract: The aims of this study were to 1) assess the predictive value of psychological assessment at five years of age on the need for educational support in very preterm children, and 2) report the neuropsychological profile of very preterm children at eleven years of age and risk factors for poorer neuropsychological functions. A cohort of 167 very preterm children was included (birth weight???1500?g and/or gestational age <32?weeks). At five years of age, intellectual functioning was assessed with Wechsler Preschool and Primary Scale of Intelligence-Revised and neuropsychological performance with NEPSY II. At eleven years of age, neuropsychological functions were assessed using NEPSY II and data on educational support services collected using a questionnaire. Lower full-scale intelligence quotient and poorer performance in subtests inhibition, comprehension of instructions, memory for designs, visuomotor precision and design copying at five years of age were associated with a need for educational support. Neuropsychological performance at eleven years of age was overall within the average range but below the mean, with the poorest performance in tasks assessing visual memory and visuospatial functions. The results offer a novel perspective to timing and measures of follow-up of very preterm children, since they show that need for long-term educational support can be identified at five years of age. The findings also highlight the clinical value of psychological assessments including evaluation of both intellectual functioning and neuropsychological performance, covering detailed information about non-verbal functions, in the follow-up of very preterm children up to eleven years of age.
Subject: Very preterm
follow-up
developmental trajectory
LOW-BIRTH-WEIGHT
NEUROPSYCHOLOGICAL OUTCOMES
COGNITIVE-DEVELOPMENT
ADOLESCENTS BORN
TRAJECTORIES
STABILITY
DEFICITS
3112 Neurosciences
3124 Neurology and psychiatry
3123 Gynaecology and paediatrics
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