school-age effects of the newborn individualized developmental care and assessment program for preterm infants with intrauterine growth restriction preliminary findings学龄的影响新生儿的发育保健和评估项目的早产儿宫内生长受限的初步研究结果.pdfVIP

School-age effects of the newborn individualized developmental care and assessment program for preterm infants with intrauterine growth restriction: preliminary findings McAnulty et al. McAnulty et al. BMC Pediatrics 2013, 13:25 /1471-2431/13/25 McAnulty et al. BMC Pediatrics 2013, 13:25 /1471-2431/13/25 RESEARCH ARTICLE Open Access School-age effects of the newborn individualized developmental care and assessment program for preterm infants with intrauterine growth restriction: preliminary findings Gloria McAnulty1*†, Frank H Duffy2†, Sandra Kosta1†, Neil I Weisenfeld3†, Simon K Warfield3†, Samantha C Butler1†, Moona Alidoost1†, Jane Holmes Bernstein1†, Richard Robertson4†, David Zurakowski5† and Heidelise Als1† Abstract Background: The experience in the newborn intensive care nursery results in premature infants’ neurobehavioral and neurophysiological dysfunction and poorer brain structure. Preterms with severe intrauterine growth restriction are doubly jeopardized given their compromised brains. The Newborn Individualized Developmental Care and Assessment Program improved outcome at early school-age for preterms with appropriate intrauterine growth. It also showed effectiveness to nine months for preterms with intrauterine growth restriction. The current study tested effectiveness into school-age for preterms with intrauterine growth restriction regarding executive function (EF), electrophysiology (EEG) and neurostructure (MRI). Methods: Twenty-three 9-year-old former growth-restricted preterms, randomized at birth to standard care (14 controls) or to the Newborn Individualized Developmental Care and Assessment Program (9 experimentals) were assessed with standardized measures of