ElHassan Nahed O, Cen Ruiqi, Pugh Charles P, Akmyradov Chary, Ying Jun, Goudie Anthony, Nembhard Wendy N
Department of Pediatrics (Neonatal-Perinatal Medicine), Arkansas Children's Hospital, University of Arkansas for Medical Sciences, Little Rock, Arkansas, USA.
Arkansas Center for Birth Defects Research and Prevention, Little Rock, Arkansas, USA.
Birth Defects Res. 2024 Dec;116(12):e2417. doi: 10.1002/bdr2.2417.
There are limited studies on educational outcomes of children born with esophageal atresia (EA) with or without tracheoesophageal fistula (TEF). We aimed to compare 3rd to 5th grade academic proficiency among children born with EA/TEF versus unaffected children.
Children born with EA/TEF (2000-2005) were identified from the Arkansas Reproductive Health Monitoring System. For each child born with EA/TEF, up to two unaffected children were selected from birth certificates and matched on hospital and month of birth, sex, and race and ethnicity. Data on NICU hospitalization were abstracted from medical records at Arkansas' only pediatric specialty hospital. The study outcomes were 3rd to 5th grade proficiency on literacy and mathematic standardized achievement tests, referral to special education, and days of school absence. Regression models were used to assess the association of outcome measures with diagnosis of EA/TEF, after adjusting for differences in covariates between EA/TEF and unaffected children and accounting for paired correlations using the generalized estimating equation method.
The final cohort included 20 surviving children born with EA/TEF and 31 unaffected children. There was no significant difference in literacy (3rd: 70% vs. 71%; 4th: 83% vs. 81%; 5th: 94% vs. 87%, p > 0.05) or mathematics proficiency (3rd: 80% vs. 87%; 4th: 83% vs. 78%; 5th: 75% vs. 78%, p > 0.05), referral to special education (20% vs. 19%, p = 0.65), or total days of school absence (47 vs. 26 days, p = 0.07) between EA/TEF and unaffected children.
Children born with EA/TEF had comparable academic proficiency to unaffected children.
关于患有或不患有气管食管瘘（TEF）的食管闭锁（EA）患儿的教育成果研究有限。我们旨在比较患有EA/TEF的儿童与未受影响儿童在三年级至五年级的学业水平。
从阿肯色州生殖健康监测系统中识别出2000年至2005年出生的患有EA/TEF的儿童。对于每一名患有EA/TEF的儿童，从出生证明中选取最多两名未受影响的儿童，并根据医院、出生月份、性别、种族和民族进行匹配。新生儿重症监护病房（NICU）住院数据从阿肯色州唯一的儿科专科医院的病历中提取。研究结果包括三年级至五年级在读写和数学标准化成就测试中的水平、接受特殊教育的情况以及缺课天数。在调整了EA/TEF儿童与未受影响儿童之间协变量的差异，并使用广义估计方程法考虑配对相关性之后，使用回归模型评估结果指标与EA/TEF诊断之间的关联。
最终队列包括20名存活的患有EA/TEF的儿童和31名未受影响的儿童。在读写能力（三年级：70%对71%；四年级：83%对81%；五年级：94%对87%，p>0.05）、数学水平（三年级：80%对87%；四年级：83%对78%；五年级：75%对78%，p>0.05）、接受特殊教育的情况（20%对19%，p=0.65）或总缺课天数（47天对26天，p=0.07）方面，EA/TEF儿童与未受影响儿童之间没有显著差异。
患有EA/TEF的儿童与未受影响儿童的学业水平相当。
