94 School readiness in very preterm infants in Ontario: a pilot database study
Notice bibliographique
Résumé
Abstract Background Studies have shown that neurodevelopmental impairment (NDI) at 18-24 months corrected age in children born preterm is associated with school-age academic skills. The major limitation of these studies is that they do not address school readiness, which informs the degree of support needed in school and helps develop early interventions. Objectives To describe the school readiness profile of children born very preterm and to determine its association with the neurodevelopment at 18-24 months corrected age (CA). Design/Methods A pilot database study retrospectively analyzing prospectively collected, standardized data was conducted on preterms born at < 29 weeks’ gestational age between 2009 and 2012 who completed the Bayley Scales of Infant and Toddler Development between 18 and 24 months CA. These data were linked using deterministic linkage with the Early Development Instrument (EDI) in Ontario, Canada. Neonatal and neurodevelopmental characteristics and school readiness were described and compared between children identified as having NDI and those without. Results Of 684 eligible infants, 112 (16%) had available EDI data (Figure 1). Children with NDI (N = 50, 45%) were more preterm, had lower birthweight, and had more frequent, significant brain injury and bronchopulmonary dysplasia. Compared to the general population, more children born very preterm with NDI were considered vulnerable, defined as scoring below the 10th percentile distribution cut-off, across all domains of the EDI (Table 1). On the other hand, more children without NDI showed vulnerability in the domains of social competence and language and cognitive development versus the general population. Thirty-four percent of very preterm children were vulnerable in 2 or more domains compared to 14% in the general population (p < 0.0001). The Bayley language score was most statistically significantly associated with vulnerability in physical health and well-being, language and cognitive development, and communication and general knowledge. None of the Bayley subtests were associated with emotional maturity or social competence. Conclusion Neurodevelopmental impairment at 18-24 months was associated with all school readiness markers, while being born very preterm without NDI was still associated with vulnerability in two or more domains. Findings in this study may indicate that a focus on early language skills is needed to promote school readiness in children born very preterm. Other assessments may be needed for earlier insight into social competence and emotional maturity.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,006 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».