Resnick M B, Gomatam S V, Carter R L, Ariet M, Roth J, Kilgore K L, Bucciarelli R L, Mahan C S, Curran J S, Eitzman D V
College of Medicine, University of Florida, Gainesville, Florida 32610-0296, USA.
Pediatrics. 1998 Aug;102(2 Pt 1):308-14. doi: 10.1542/peds.102.2.308.
To determine the relationship between perinatal and sociodemographic factors in low birth weight and sick infants hospitalized at regional neonatal intensive care units (NICUs) and subsequent educational disabilities.
NICU graduates born between 1980 and 1987 at nine statewide regionalized level III centers were located in Florida elementary schools (kindergarten through third grade) during academic year 1992-1993 (n = 9943). Educational disability was operationalized as placement into eight mutually exclusive types of special education (SE) classifications determined by statewide standardized eligibility criteria: physically impaired, sensory impaired (SI), profoundly mentally handicapped, trainable mentally handicapped, educable mentally handicapped, specific learning disabilities, emotionally handicapped, and speech and language impaired (SLI). Logistic regression was used to estimate the odds of placement in SE for selected perinatal and sociodemographic variables.
Placement into SE ranged from .8% for SI to 9.9% for SLI. Placement was related to four perinatal factors (birth weight, transport, medical conditions [congenital anomalies, seizures or intraventricular hemorrhage] and ventilation), and five sociodemographic factors (child's sex, mother's marital status, mother's race, mother's educational level, and family income). Perinatal factors primarily were associated with placement in physically impaired, SI, profoundly mentally handicapped, and trainable mentally handicapped. Perinatal and sociodemographic factors both were associated with placement in educable mentally handicapped and specific learning disabilities whereas sociodemographic factors primarily were associated with placement in emotionally handicapped and SLI.
Educational disabilities of NICU graduates are influenced differently by perinatal and sociodemographic variables. Researchers must take into account both sets of these variables to ascertain the long-term risk of educational disability for NICU graduates. Birth weight alone should not be used to assess NICU morbidity outcomes.
确定在地区新生儿重症监护病房（NICU）住院的低体重和患病婴儿的围产期因素及社会人口统计学因素与随后出现的教育残疾之间的关系。
1992 - 1993学年期间，在佛罗里达州的小学（幼儿园至三年级）中找到了1980年至1987年在该州九个三级区域中心出生的NICU毕业生（n = 9943）。教育残疾按照该州标准化的资格标准分为八种相互排斥的特殊教育（SE）类别：身体残疾、感官残疾（SI）、重度智力障碍、可训练智力障碍、可教育智力障碍、特定学习障碍、情绪障碍以及言语和语言障碍（SLI）。采用逻辑回归来估计选定的围产期和社会人口统计学变量进入特殊教育的几率。
进入特殊教育的比例从感官残疾的0.8%到言语和语言障碍的9.9%不等。安置与四个围产期因素（出生体重、转运、医疗状况[先天性异常、癫痫发作或脑室内出血]和通气）以及五个社会人口统计学因素（儿童性别、母亲婚姻状况、母亲种族、母亲教育水平和家庭收入）有关。围产期因素主要与身体残疾、感官残疾、重度智力障碍和可训练智力障碍的安置有关。围产期和社会人口统计学因素均与可教育智力障碍和特定学习障碍的安置有关，而社会人口统计学因素主要与情绪障碍和言语和语言障碍的安置有关。
围产期和社会人口统计学变量对NICU毕业生的教育残疾影响不同。研究人员必须考虑这两组变量，以确定NICU毕业生出现教育残疾的长期风险。不应仅以出生体重来评估NICU的发病结果。
