Charollais Aude, Laudenbach Vincent, Stumpf Marie-Hélène, Delaporte Benoît, Datin-Dorriere Valérie, Debillon Thierry, De Barace Claire, Flechelles Olivier, Farmer Marie
LAMOPRESCO research group, University Rouen Hospital, Rouen, France.
Service of Pediatric, MFME University Hospital, Fort de France Martinique, France.
Front Psychol. 2024 Dec 5;15:1393246. doi: 10.3389/fpsyg.2024.1393246. eCollection 2024.
We conducted a six-center, prospective, randomized, open-label trial to assess whether an early standardized educational protocol provided from 42 to 48 months of age improved the progression of oral language and phonological development in children born preterm. A total of 552 children with phonological fragility were included in this study. The children were randomized to receive the educational protocol (guided arm, = 87) or not (non-guided arm, = 78). In the guided arm, the oral language development used a short "say and do" type educational protocol designed to maintain visual attention and train the developmental phonology/lexicon/morphosyntax structural links. In contrast, a conservative approach was used in the non-guided arm. A total of 70 guided and 73 non-guided children completed the study. After 6 months, the educated children showed a non-significant increase in their phonology score ( = 0.37), while the variations in the scores of the expressive lexicon (secondary endpoints) were significantly improved ( = 0.0008). We conclude that the short, standardized stimulation of the sensorimotor aspects of language in children born very preterm increased the expressive lexicon. This protocol improved the language of the premature children, especially those with minimal motor skills, with more significant improvement in the phonological scores.
clinicaltrials.gov, identifier NCT01426659.
我们进行了一项六中心、前瞻性、随机、开放标签试验，以评估42至48个月龄时提供的早期标准化教育方案是否能改善早产儿童的口语和语音发展进程。本研究共纳入552名语音脆弱儿童。这些儿童被随机分为接受教育方案组（指导组，n = 87）或不接受教育方案组（非指导组，n = 78）。在指导组中，口语发展采用简短的“说做结合”式教育方案，旨在保持视觉注意力并训练发展语音/词汇/形态句法结构联系。相比之下，非指导组采用保守方法。共有70名指导组儿童和73名非指导组儿童完成了研究。6个月后，接受教育的儿童语音得分有不显著增加（p = 0.37），而表达性词汇得分（次要终点）的变化有显著改善（p = 0.0008）。我们得出结论，对极早产儿童语言的感觉运动方面进行简短、标准化刺激可增加表达性词汇。该方案改善了早产儿的语言，尤其是运动技能最少的儿童，语音得分有更显著改善。
clinicaltrials.gov，标识符NCT01426659。
