| Literature DB >> 30584262 |
Janet S Soul1, Ronit Pressler2, Marilee Allen3, Geraldine Boylan4, Heike Rabe5, Ron Portman6, Pollyanna Hardy7, Sarah Zohar8, Klaus Romero9, Brian Tseng6, Varsha Bhatt-Mehta10, Cecil Hahn11, Scott Denne12, Stephane Auvin13, Alexander Vinks14, John Lantos15, Neil Marlow16, Jonathan M Davis17.
Abstract
Although seizures have a higher incidence in neonates than any other age group and are associated with significant mortality and neurodevelopmental disability, treatment is largely guided by physician preference and tradition, due to a lack of data from well-designed clinical trials. There is increasing interest in conducting trials of novel drugs to treat neonatal seizures, but the unique characteristics of this disorder and patient population require special consideration with regard to trial design. The Critical Path Institute formed a global working group of experts and key stakeholders from academia, the pharmaceutical industry, regulatory agencies, neonatal nurse associations, and patient advocacy groups to develop consensus recommendations for design of clinical trials to treat neonatal seizures. The broad expertise and perspectives of this group were invaluable in developing recommendations addressing: (1) use of neonate-specific adaptive trial designs, (2) inclusion/exclusion criteria, (3) stratification and randomization, (4) statistical analysis, (5) safety monitoring, and (6) definitions of important outcomes. The guidelines are based on available literature and expert consensus, pharmacokinetic analyses, ethical considerations, and parental concerns. These recommendations will ultimately facilitate development of a Master Protocol and design of efficient and successful drug trials to improve the treatment and outcome for this highly vulnerable population.Entities:
Mesh:
Year: 2018 PMID: 30584262 PMCID: PMC6760680 DOI: 10.1038/s41390-018-0242-2
Source DB: PubMed Journal: Pediatr Res ISSN: 0031-3998 Impact factor: 3.756
Fig. 1Seizure workgroup collaborators
Fig. 2Delphi process to develop neonatal seizure trial recommendations
Fig. 3Seizure treatment diagram
Secondary outcome measures in the neonate
| Criteria | Description |
|---|---|
| Oral feeding ability | Sufficient infant bottle or breast feeding for growth, partial or total gavage feedings, gastrostomy feedings, or intravenous nutrition required |
| Health | Respiratory requirements, growth parameters especially head circumference, medications required |
| Hearing | Neonatal hearing screening tests: 1. Auditory brainstem responses 2. Otoacoustic emissions |
| Vision | Visual responses to stimuli |
| Neuroimaging | Brain structural MR imaging with a central reader is preferred; its value as an outcome depends on the homogeneity of conditions defined for the trial, and ideally is obtained at approximately term age before NICU discharge (or by 44 weeks postmenstrual age) |
| Neonatal clinical assessmenta | Four assessments are widely used in full-term neonates with brain injury: 1. Amiel-Tison Neurological Assessment at Termb (ATNAT)[ 2. Qualitative Assessments of General Movements (GMs): scoring based on observation of a neonate’s spontaneous movements[ 3. The Hammersmith Infant Neurological Examb (HINE):[ 4. NICU Network Neurobehavioral Scale (NNNS):[ |
aAll require training to establish inter-rater reliability
bMeasures neurologic integrity and sensory responses and behavior that involve neurologic examination and observation of infant behavior
Secondary outcome measures of toddlers
| Criteria | Description |
|---|---|
| Post-neonatal onset epilepsy | Specify seizure type according to ILAE[ |
| Health | 1. Hospitalizations and/or surgeries 2. Medical visits; therapies, other allied professional support, and medications 3. Growth percentiles for height, weight, and head circumference 4. Cardiorespiratory, e.g., limited exercise tolerance, need for respiratory support 5. Gastrointestinal, e.g., need for a special diet or parenteral nutrition, presence of a stoma or gastrostomy |
| Neurosensory outcomes | 1. Visual impairment a. Visual acuity, e.g., total blindness (i.e., no light perception), severe visual impairment, use of glasses b. Cerebral visual impairment 2. Hearing impairment, including response to hearing aids or cochlear implant a. Profound > 90 dB b. Severe 70–90 dB c. Moderate 40–70 dB |
| Neuromotor outcomes | 1. Clinical neurological examination a. Hammersmith Infant Neurological Examination (HINE)[ b. Amiel-Tison Neurological Development from Birth to Six Years[ 2. Detailed assessment of motor performance a. Gross Motor Function Measure (GMFM)[ b. Peabody Developmental Motor Scale, Second Edition (PDMS-2)[ 3. Diagnosis of cerebral palsy (CP) based on clinical examination and motor function scores, and classified according to the Surveillance of Cerebral Palsy in Europe (SCPE) criteria[ 4. In children with CP, the Gross Motor Function Classification System (GMFCS) grades severity of motor impairment into 5 levels.[ |
| Neurocognitive and language outcomes | 1. Difficulties in assessing cognition in infants and young children a. Requires attention, some motor function (especially fine motor) to perform tasks, and receptive language to understand. b. There are no established tools for assessment of children who have major sensory or motor impairments. c. At 2 years, there are no established assessment tools for more sophisticated cognitive functions (e.g., executive functions, abstract reasoning) which are still developing. 2. Standardized measures of cognitive and language abilities have been used, but care is required in their interpretation. Translations into many languages not available. Where possible, performance may better be compared to that of typically developing children, although this may not be practicable in the context of a trial. Where direct assessment is not possible, all available evidence should be collected to categorize performance in standard deviation score bands. a. Bayley Scales of Infant Development, Third Edition (BSID-III)[ b. Griffiths Mental Development Scales, Third Edition (GMDS III)[ c. Mullen Scales of Early Learning[ |
| Combined adverse categorical neurodevelopmental outcomes | 1. By severity, e.g., British Association of Perinatal Medicine[ a. Severe b. Moderate c. Mild 2. For a dichotomous variable, generally children with moderate and severe impairment are combined into a single group (children with neurodevelopmental impairment), with a 2nd group of children with no or mild impairment. |
| Functional outcomes | 1. Mobility, e.g., Gross Motor Classification System 2. Communication: Difficult to assess with standardized assessment tools when there are multiple primary languages 3. Adaptive function: Ability to perform self-help skills (e.g., dressing/undressing, self-feeding) 4. Standardized measures of functional outcome a. Pediatric Evaluation of Disability Inventory (PEDI)[ b. Vineland Adaptive Behavioral Scales, Second Edition (VABS-II)[ |
Secondary outcome measures of school-age children
| Criteria | Description |
|---|---|
| Post-neonatal onset epilepsy | Specify seizure type according to ILAE[ |
| Neuromotor outcomes | 1. Gross Motor Function Classification System (GMFCS) 2. Gross Motor Function Measure (GMFM) 3. Movement Assessment Battery for Children (Movement ABC 2)[ 4. Peabody Developmental Motor Scale, revised (PDMS-2)[ |
| Cognitive outcomes | 1. British Ability Scale, Third Edition (BAS 3)[ 2. Differential Ability Scales Second Edition (DAS-II)[ 3. Mullen Scale of Early Learning: Birth to 5 years 8 months 4. Stanford-Binet Intelligence Scales, Fifth Edition (SB5)[ a. Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition (WPPSI—IV)[ b. Wechsler Intelligence Scale for Children—Fifth Edition (WISC—V)[ 5. Standardized tests of executive function, which underpin many adverse cognitive outcomes a. NEPSY, Second Edition (NEPSY-II)[ b. Behavior Rating Index of Executive Function, Second Edition (BRIEF2)[ c. Cognitive Assessment System, Second Edition[ 6. Behavior and social-emotional problems: many questionnaires/surveys are available for this age group, including the Child Behavior Checklist[ 7. Academic attainment tests are for school-age children, 6 years and above |