纽约市晚期早产儿的学龄期结局。

School-age outcomes of late preterm infants in New York City.

机构信息

Department of Obstetrics, Gynecology, and Reproductive Science, Yale University School of Medicine, New Haven, CT 06520-8063, USA.

出版信息

Am J Obstet Gynecol. 2012 Mar;206(3):222.e1-6. doi: 10.1016/j.ajog.2012.01.007.

DOI:10.1016/j.ajog.2012.01.007

PMID:22381605

Abstract

OBJECTIVE

This study compares school-age outcomes among preterm (PT) (32 0/7-<34 weeks), late PT (LP) (34 0/7-<37 weeks), and full-term (FT) infants to assess cognitive sequelae of LP births.

STUDY DESIGN

We obtained linked birth and educational data for all nonanomalous singleton infants born 1994 through 1998 in New York City who had a third-grade standardized test score (n = 215,138).

RESULTS

Children delivered LP and PT had 30% and 50% higher adjusted odds of needing special education than those delivered FT (adjusted odds ratio, 1.34; 95% confidence interval, 1.29-1.40; and adjusted odds ratio, 1.53; 95% confidence interval, 1.30-1.69). They also had lower adjusted math and English scores than those delivered FT (math: 7% and 10% of SD, respectively; English: 4% and 6% of SD). A linear association between gestational age and test scores was seen through 39 weeks' gestation.

CONCLUSION

There is a significant risk of developmental differences in PT and LP infants compared with FT infants.

摘要

目的

本研究比较了早产儿（PT）（32 0/7-<34 周）、晚期 PT（LP）（34 0/7-<37 周）和足月（FT）婴儿的学龄期结局，以评估 LP 分娩的认知后遗症。

研究设计

我们获取了 1994 年至 1998 年期间在纽约市出生的所有非畸形单胎婴儿的关联出生和教育数据，这些婴儿在三年级有标准化考试成绩（n=215138）。

结果

与 FT 分娩的婴儿相比，LP 和 PT 分娩的婴儿接受特殊教育的调整后比值比分别高出 30%和 50%（调整比值比，1.34；95%置信区间，1.29-1.40；和调整比值比，1.53；95%置信区间，1.30-1.69）。他们的数学和英语成绩也比 FT 分娩的婴儿低（数学：分别为 7%和 10%的标准差；英语：分别为 4%和 6%的标准差）。在 39 周的胎龄范围内，胎龄与考试成绩之间存在线性关联。