School of Social Work, Rutgers, The State University of New Jersey, 536 George St., New Brunswick, NJ 08901, USA.
Matern Child Health J. 2012 Nov;16(8):1612-24. doi: 10.1007/s10995-011-0853-2.
This study compared healthy late-preterm (34-36 week) and healthy full-term (37-41 week) singleton infants on a range of cognitive, motor, and behavioral outcomes at 2 and 4 years. Eighteen developmental outcomes were analyzed using the Early Childhood Longitudinal Survey-Birth Cohort, a nationally representative panel study. Ordinary Least Squares and logistic regressions were performed to estimate unadjusted and adjusted differences in developmental outcomes between late-preterm and full-term children. In unadjusted models, late-preterm children scored more poorly than full-term children on most assessments of cognitive ability at 2 and 4 years. After adjusting for demographic, economic, and obstetrical factors, late-preterm children continued to score lower than full-term children on language use at 2 years and on literacy, language, and math at 4 years, but scored at least one standard deviation below the mean on only one of the eighteen outcomes. Late-preterm birth is associated with subtle deficits in cognitive functioning as early as age 2 years. Although the effects may be too small to have clinical relevance, they suggest a trend toward poorer outcomes that have been documented at older ages and suggest that early testing and intervention may enhance the cognitive development of late-preterm children.
本研究比较了健康的晚期早产儿（34-36 周）和健康的足月产儿（37-41 周）在认知、运动和行为方面的一系列发展结果，随访时间为 2 岁和 4 岁。使用全国代表性的纵向儿童研究-出生队列（Early Childhood Longitudinal Survey-Birth Cohort）分析了 18 项发展结果。采用普通最小二乘法和逻辑回归来估计晚期早产儿和足月产儿在发育结果上的未调整和调整差异。在未调整模型中，晚期早产儿在 2 岁和 4 岁时的大多数认知能力评估中得分均低于足月产儿。在调整了人口统计学、经济和产科因素后，晚期早产儿在 2 岁时的语言使用以及 4 岁时的读写、语言和数学方面的得分仍低于足月产儿，但只有一项评估结果的得分低于平均值一个标准差。晚期早产儿出生与 2 岁时认知功能的细微缺陷有关。虽然这些影响可能太小而没有临床意义，但它们表明存在较差结局的趋势，这些趋势在年龄较大时已经有记录，并表明早期测试和干预可能会增强晚期早产儿的认知发育。
