| Literature DB >> 31659237 |
Betsy Cammack1, Janelle Noel-MacDonnell2, Alain Cuna1, Winston Manimtim3.
Abstract
OBJECTIVE: The impact of tracheostomy on language and cognitive development in infants with severe bronchopulmonary dysplasia (BPD) is not known. We hypothesize that tracheostomy has an independent negative impact on language and cognitive development in infants with severe BPD. STUDYEntities:
Mesh:
Year: 2019 PMID: 31659237 PMCID: PMC7222892 DOI: 10.1038/s41372-019-0540-5
Source DB: PubMed Journal: J Perinatol ISSN: 0743-8346 Impact factor: 2.521
Fig. 1Consort table
Patient demographics
| Variables | Tracheostomy ( | No tracheostomy ( | |
|---|---|---|---|
| Gestational age (weeks)a | 25 (24, 28) | 26 (25, 28) | 0.267 |
| Birth weight (grams)a | 743 (620, 950) | 855 (760, 1022) | 0.315 |
| Male sexb | 11 (42.3%) | 19 (67.9%) | 0.059 |
| Admission age (days)a | 68 (0, 103) | 1.5 (0, 32) | 0.006 |
| Respiratory support at 36 weeksb | |||
| Noninvasive (CPAP/NIV) | 7 (26.9%) | 16 (57.1%) | 0.016 |
| Invasive (endotracheal tube) | 14 (53.8%) | 7 (25.0%) | |
| Airway endoscopyb | 25 (96.2%) | 8 (28.6%) | <0.001 |
| Tracheobronchomalaciab | 10 (38.5%) | 0 (0%) | <0.001 |
| Tracheostomy age (PMA, weeks) | 41 (38.4, 44.1) | N/a | |
| Length of stay (days) | 148 (105, 183) | 114 (102, 125) | 0.006 |
| Discharge age (PMA, weeks)a | 55.8 (53, 63) | 45.6 (42, 53) | <0.001 |
| Hearing aidsb | 4 (15.4%) | 1 (3.6%) | 0.184 |
| Tympanostomy tubesb | 3 (11.5%) | 1 (3.6%) | 0.342 |
| Maternal agea | 24 (21, 30) | 29 (21.5, 32) | 0.138 |
| Highest maternal educationb | |||
| High school not completed | 1 (3.8%) | 2 (7.1%) | 0.915 |
| High school/GED | 3 (11.5%) | 6 (21.4%) | |
| College | 6 (23.1%) | 5 (17.9%) | |
| Masters | 1 (3.8%) | 0 (0%) | |
| Unknown | 15 (57.7%) | 15 (53.6%) | |
| Maternal insuranceb | |||
| Medicaid | 13 (50%) | 20 (71.4%) | 0.134 |
| Private | 12 (46.2%) | 6 (21.4%) | |
| None | 1 (3.8%) | 2 (7.2%) | |
| Maternal race/ethnicityb | |||
| White | 22 (84.6%) | 12 (42.9%) | <0.001 |
| Black/African American | 1 (3.8%) | 12 (42.9%) | |
| Hispanic | 0 (0%) | 3 (10.7%) | |
| Other | 2 (7.7%) | 1 (3.6%) | |
| Unknown | 1 (3.8%) | 0 (0%) |
CPAP continuous positive airway pressure, NIV noninvasive ventilation, PMA postmenstrual age, GED general education diploma
aData presented as median (interquartile range)
bData presented as number (percentage)
Results of Bayley Scales of Infant and Toddler Development
| Domain | Tracheostomy ( | No tracheostomy ( | |
|---|---|---|---|
| Cognitive scorea | 85 (75, 90) | 80 (75, 85) | 0.729 |
| Cognitive impairmentb | |||
| Profound | 11 (42.3%) | 13 (46.4%) | 0.448 |
| Severe | 6 (23.1%) | 10 (35.7%) | |
| Moderate | 9 (34.6%) | 5 (17.9%) | |
| Language scorea | 74 (59, 86) | 79 (71, 86) | 0.645 |
| Language impairmentb | |||
| Profound | 17 (65.4%) | 18 (64.3%) | 0.317 |
| Severe | 5 (19.2%) | 6 (21.4%) | |
| Moderate | 2 (7.7%) | 4 (14.3%) | |
| Borderline | 2 (7.7%) | 0 (0%) | |
| Motor scorea | 76 (70, 85) | 85 (78, 88) | 0.217 |
| Motor impairmentb | |||
| Profound | 15 (57.7%) | 12 (42.9%) | |
| Severe | 7 (26.9%) | 11 (39.3%) | 0.672 |
| Moderate | 3 (11.5% | 5 (17.9%) | |
| Borderline | 1 (3.8%) | 0 (0%) | |
| Receptive language scorec | 7 (5, 9) | 6 (6, 8) | 0.237 |
| Expressive language scorec | 5 (2, 7) | 7 (4, 7) | 0.265 |
| Gross motor scorec | 7 (4, 7) | 7 (6, 8) | 0.296 |
| Fine motor scorec | 8 (5, 8) | 8 (7, 9) | 0.406 |
| Age at testing (months) | 25.5 (23, 28) | 26.5 (25, 28) | 0.765 |
aComposite scores reported in median (interquartile range) for the three main scales (cognitive, language and motor)
bQualitative range of impairment based on psychometric conversion table, reported in number (%)
cScale scores reported as median (interquartile range) for the subscales of receptive/expressive language and gross/fine motor (with missing data for 7 with tracheostomy and 5 with no tracheostomy)
Fig. 2a Box and whisker plot for total language score. b Box and whisker plot for total cognitive score on Bayley. Horizontal dashed line represents the standardized mean score. Horizontal dotted line represents the highest possible score