Cognitive Assessment of Very Preterm School-age Children by Chronological vs. Corrected Age
Children born preterm (≤ 37 weeks) are at higher risk of developing cognitive problems and score lower on cognitive developmental assessments than full-term children. The objective of the paper is to analyse the impact of correction for prematurity on IQ scores amongst preterm born children at schoo...
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| Format: | Article |
| Language: | English |
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Colegio Oficial de Psicólogos de Madrid
2025-01-01
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| Series: | Psicología Educativa: Revista de los Psicólogos de la Educación |
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https://journals.copmadrid.org/psed/art/psed2025a4
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| author | Yolanda Sánchez-Sandoval Agustina Lambrisca Isabel Benavente-Fernández Laura Lacalle Melissa L. Martínez-Shaw |
| author_facet | Yolanda Sánchez-Sandoval Agustina Lambrisca Isabel Benavente-Fernández Laura Lacalle Melissa L. Martínez-Shaw |
| author_sort | Yolanda Sánchez-Sandoval |
| collection | DOAJ |
| description | Children born preterm (≤ 37 weeks) are at higher risk of developing cognitive problems and score lower on cognitive developmental assessments than full-term children. The objective of the paper is to analyse the impact of correction for prematurity on IQ scores amongst preterm born children at school age. A sample of 153 Spanish school-age children were assessed using the WISC-V (Full Scale IQ and all indexes). Assessments were re-scored based on corrected age. Pairwise t-tests were used to analyse the difference in mean IQ scores between corrected age and uncorrected (chronological) age. WISC-V IQ scores <70, <85 and <90 were used to define the cognitive impairment level. Age-corrected scores were significantly higher than chronological age scores, except for processing speed. The percentage of children whose scores could be classified as cognitively impaired was not affected by the correction. When evaluating the cognitive skills in preterm children it should always be indicated whether or not prematurity correction was used, even at older ages, in order to avoid possible biases in the interpretation of the results. |
| format | Article |
| id | doaj-art-e828979489f549098def7d01a2b82bd7 |
| institution | Kabale University |
| issn | 1135-755X 2174-0526 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Colegio Oficial de Psicólogos de Madrid |
| record_format | Article |
| series | Psicología Educativa: Revista de los Psicólogos de la Educación |
| spelling | doaj-art-e828979489f549098def7d01a2b82bd72025-01-21T18:16:33ZengColegio Oficial de Psicólogos de MadridPsicología Educativa: Revista de los Psicólogos de la Educación1135-755X2174-05262025-01-01311293610.5093/psed2025a411320559Cognitive Assessment of Very Preterm School-age Children by Chronological vs. Corrected AgeYolanda Sánchez-Sandoval0Agustina Lambrisca1Isabel Benavente-Fernández2Laura Lacalle3Melissa L. Martínez-Shaw4University of Cádiz, Spain, University of Cádiz, Spain;University of Cádiz, Spain, University of Cádiz, Spain;University of Cádiz, Spain, University of Cádiz, Spain;University of Cádiz, Spain, University of Cádiz, Spain;University of Cádiz, Spain, University of Cádiz, Spain;Children born preterm (≤ 37 weeks) are at higher risk of developing cognitive problems and score lower on cognitive developmental assessments than full-term children. The objective of the paper is to analyse the impact of correction for prematurity on IQ scores amongst preterm born children at school age. A sample of 153 Spanish school-age children were assessed using the WISC-V (Full Scale IQ and all indexes). Assessments were re-scored based on corrected age. Pairwise t-tests were used to analyse the difference in mean IQ scores between corrected age and uncorrected (chronological) age. WISC-V IQ scores <70, <85 and <90 were used to define the cognitive impairment level. Age-corrected scores were significantly higher than chronological age scores, except for processing speed. The percentage of children whose scores could be classified as cognitively impaired was not affected by the correction. When evaluating the cognitive skills in preterm children it should always be indicated whether or not prematurity correction was used, even at older ages, in order to avoid possible biases in the interpretation of the results. https://journals.copmadrid.org/psed/art/psed2025a4 preterm birthprematuritycognitive assessmentintelligence quotientiqage correctionschool agewisc-v |
| spellingShingle | Yolanda Sánchez-Sandoval Agustina Lambrisca Isabel Benavente-Fernández Laura Lacalle Melissa L. Martínez-Shaw Cognitive Assessment of Very Preterm School-age Children by Chronological vs. Corrected Age Psicología Educativa: Revista de los Psicólogos de la Educación preterm birth prematurity cognitive assessment intelligence quotient iq age correction school age wisc-v |
| title | Cognitive Assessment of Very Preterm School-age Children by Chronological vs. Corrected Age |
| title_full | Cognitive Assessment of Very Preterm School-age Children by Chronological vs. Corrected Age |
| title_fullStr | Cognitive Assessment of Very Preterm School-age Children by Chronological vs. Corrected Age |
| title_full_unstemmed | Cognitive Assessment of Very Preterm School-age Children by Chronological vs. Corrected Age |
| title_short | Cognitive Assessment of Very Preterm School-age Children by Chronological vs. Corrected Age |
| title_sort | cognitive assessment of very preterm school age children by chronological vs corrected age |
| topic | preterm birth prematurity cognitive assessment intelligence quotient iq age correction school age wisc-v |
| url |
https://journals.copmadrid.org/psed/art/psed2025a4
|
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