Journal of the American Academy of Child and Adolescent Psychiatry, 2012-02, Vol.51 (2), p.181-191
2012
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- Autor(en) / Beteiligte
- Titel
- Regional Cerebral Development at Term Relates to School-Age Social–Emotional Development in Very Preterm Children
- Ist Teil von
- Journal of the American Academy of Child and Adolescent Psychiatry, 2012-02, Vol.51 (2), p.181-191
- Ort / Verlag
- Maryland Heights, MO: Elsevier Inc
- Erscheinungsjahr
- 2012
- Quelle
- Applied Social Sciences Index & Abstracts (ASSIA)
- Beschreibungen/Notizen
- Objective Preterm children are at risk for social–emotional difficulties, including autism and attention-deficit/hyperactivity disorder. We assessed the relationship of regional brain development in preterm children, evaluated via magnetic resonance imaging (MRI) at term-equivalent postmenstrual age (TEA), to later social–emotional difficulties. Method MR images obtained at TEA from 184 very preterm infants (gestation <30 weeks or birth weight <1,250 g) were analyzed for white matter abnormalities, hippocampal volume, and brain metrics. A total of 111 infants underwent diffusion tensor imaging, which provided values for fractional anisotropy and apparent diffusion coefficient. Social–emotional development was assessed with the Infant Toddler Social and Emotional Assessment (ITSEA) at age 2 and the Strengths and Difficulties Questionnaire (SDQ) at age 5 years. Results Higher apparent diffusion coefficient in the right orbitofrontal cortex was associated with social–emotional problems at age 5 years (peer problems, p < .01). In females, smaller hippocampal volume was associated with increased hyperactivity ( p < .01), peer problems ( p < .05), and SDQ total score ( p < .01). In males, a smaller frontal region was associated with poorer prosocial ( p < .05) scores. Many of the hippocampal findings remained significant after adjusting for birthweight z score, intelligence, social risk, immaturity at birth, and parental mental health. These associations were present in children who had social–emotional problems in similar domains at age 2 and those who did not. Conclusions Early alterations in regional cerebral development in very preterm infants relate to specific deficits in social–emotional performance by school-age. These results vary by gender. Our results provide further evidence for a neuroanatomical basis for behavioral challenges found in very preterm children.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 0890-8567eISSN: 1527-5418DOI: 10.1016/j.jaac.2011.11.009Titel-ID: cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_3411187
- Format
- –
- Schlagworte
- Anisotropy, At Risk Persons, Attention Deficit Disorder with Hyperactivity - diagnosis, Attention Deficit Disorder with Hyperactivity - physiopathology, Attention Deficit Hyperactivity Disorder, Autistic children, Autistic Disorder - diagnosis, Autistic Disorder - physiopathology, Biological and medical sciences, Body Weight, Brain, Brain - pathology, Brain - physiopathology, Brain Hemisphere Functions, Child clinical studies, Child development, Child psychology, Child, Preschool, Children, Correlation, Cortex, Diagnostic Tests, Diffusion Magnetic Resonance Imaging, Dominance, Cerebral - physiology, Emotional Development, Emotional Intelligence - physiology, Emotional Problems, Emotions, Female, Follow-Up Studies, Frontal Lobe - pathology, Frontal Lobe - physiopathology, Gender Differences, hippocampus, Hippocampus - pathology, Hippocampus - physiopathology, Humans, Image Interpretation, Computer-Assisted, Infant, Infant, Newborn, Infant, Premature, Diseases - diagnosis, Infant, Premature, Diseases - physiopathology, Infant, Very Low Birth Weight, Infants, Magnetic resonance imaging, Male, Measures (Individuals), Medical sciences, Mental disorders, neurodevelopment, Neurology, orbitofrontal cortex, Organ Size - physiology, Pediatrics, Peer Group, Peer Relationship, Pregnancy, Premature babies, Premature birth, Premature Infants, preterm infant, Psychiatry, Psychology. Psychoanalysis. Psychiatry, Psychopathology. Psychiatry, Questionnaires, Scores, Sex Factors, Social Behavior, Social Development, social–emotional development, Strengths and Difficulties Questionnaire, Young Children