OBJECTIVE: To explore the association between maternal education levels and cognitive and language composite scores of the Bayley Scales of Infant Development, Third Edition at 18 to 24 months' corrected age in extremely preterm infants born at < 29 weeks of gestation. DESIGN/ METHODS: For infants born between 2005 and 2008, maternal education levels and the cognitive and language composite scores were collected. Analysis of covariance was used to determine the relationship between maternal education levels and composite scores after adjusting for neonatal and perinatal factors. RESULTS: For the study period, 457/524 (88%) infants were included in the analysis. With less than a high school education as reference, infants born to mothers with a high school education (adjusted mean difference [MD] = 5.4; 95% confidence interval [CI] 0.9 to 10.0), with partial college or specialty training (MD 8.1; 95% CI 2.8 to 13.5), with a university degree or more (MD 12.6; 95% CI 8.2 to 17.0) had significantly higher cognitive scores. Similarly, infants born to mothers with a university degree or more had significantly higher language scores (MD 10.8; 95% CI 6.1 to 15.5). CONCLUSIONS: For infants born at <29 weeks' gestation, both cognitive and language scores were higher as maternal education increased from less than high school level to university or higher level. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.
OBJECTIVE: To explore the association between maternal education levels and cognitive and language composite scores of the Bayley Scales of Infant Development, Third Edition at 18 to 24 months' corrected age in extremely preterm infants born at < 29 weeks of gestation. DESIGN/ METHODS: For infants born between 2005 and 2008, maternal education levels and the cognitive and language composite scores were collected. Analysis of covariance was used to determine the relationship between maternal education levels and composite scores after adjusting for neonatal and perinatal factors. RESULTS: For the study period, 457/524 (88%) infants were included in the analysis. With less than a high school education as reference, infants born to mothers with a high school education (adjusted mean difference [MD] = 5.4; 95% confidence interval [CI] 0.9 to 10.0), with partial college or specialty training (MD 8.1; 95% CI 2.8 to 13.5), with a university degree or more (MD 12.6; 95% CI 8.2 to 17.0) had significantly higher cognitive scores. Similarly, infants born to mothers with a university degree or more had significantly higher language scores (MD 10.8; 95% CI 6.1 to 15.5). CONCLUSIONS: For infants born at <29 weeks' gestation, both cognitive and language scores were higher as maternal education increased from less than high school level to university or higher level. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.
Authors: Anna Nyman; Tapio Korhonen; Petriina Munck; Riitta Parkkola; Liisa Lehtonen; Leena Haataja Journal: Pediatr Res Date: 2017-05-24 Impact factor: 3.756
Authors: Jean A Frazier; Mollie E Wood; Janice Ware; Robert M Joseph; Karl C Kuban; Michael O'Shea; Elizabeth N Allred; Alan Leviton Journal: J Am Acad Child Adolesc Psychiatry Date: 2015-08-04 Impact factor: 8.829
Authors: Kevin A Shapiro; Hosung Kim; Maria Luisa Mandelli; Elizabeth E Rogers; Dawn Gano; Donna M Ferriero; A James Barkovich; Maria Luisa Gorno-Tempini; Hannah C Glass; Duan Xu Journal: Neuroimage Clin Date: 2017-06-10 Impact factor: 4.881