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Background and aims The study aimed to assess the psychosocial developmental trajectory of young adults who were born preterm, by comparing their trajectory with that of peers who receive disability benefits and of peers from the general population. Methods Young adults from the POPS (Project On Preterm and Small for gestational age infants) cohort study, born in 1983 in the Netherlands, completed online the Course of Life Questionnaire (CoLQ - achievement of psychosocial developmental milestones) at 28 years of age (n = 300). Their scores were compared to the scores of 134 young adults who receive disability benefits (EMWAjong-group), and 211 age-matched peers from the general population (Ref-group), using analysis of variance and logistic regression analysis. Results The POPS-group scored significantly lower than the Ref-group on Psychosexual Development (effect size -0.26, p Conclusions Young adults born preterm showed some psychosocial developmental trajectory delays and might benefit from support at teenage age, especially those receiving disability benefits. Because of non-response bias in the POPS-group the results might be an underrepresentation of the psychosocial developmental problems of young adults born preterm.

Background Cross-sectional analyses at 6, 12, 24 months and 5.5 years, revealed positive intervention effects on child development in VLBW infants who were supported by the Infant Behavioural Assessment and Intervention Program© (IBAIP) as comparing to standard follow-up care. Longitudinal effects were not analysed yet. AIM To investigate the longitudinal effects of the IBAIP in VLBW infants on cognitive and motor development. Methods In a RCT, 86 VLBW infants received the IBAIP until 6 months CA, 90 VLBW infants received standard care. At 6, 12, and 24 months CA, cognitive and motor development were assessed with the Bayley Scales of Infant Development. At 5.5 years CA the Wechsler Preschool and Primary Scale of Intelligence and the Movement Assessment Battery for Children were used. Longitudinal data were analysed with linear mixed models in total group and three subgroups, using Z-scores generated from raw cognitive and motor scores. Results A significant intervention effect (0.4SD) on motor development was found (p = 0.006). On cognitive development, a non-significant intervention effect over time was found (p = 0.063). In children with bronchopulmonary dysplasia (BPD) significant intervention effects were found for both cognitive (effect=0.7SD; p = 0.019) and motor (effect=0.9SD; p = 0.026) outcome. Maternal education hardly influenced intervention effects over time, but in children with combined biological and social risks a longitudinal intervention effect of 0.8SD was found on cognitive development (p = 0.044). Conclusion The IBAIP leads to improved motor development in VLBW infants, and in infants with BPD also to improved cognitive development, over a five years period after the intervention.

Background We carried out a RCT to evaluate the effect of the Infant Behavioral Assessment and Intervention Program (IBAIP) in 176 VLBW infants. This post discharge intervention program was given until 6 months CA. Positive intervention effects were found on mental outcome at 6 and on motor outcome at 6, 24, and 44 months. Aim To evaluate the effect of the IBAIP in VLBW infants on cognitive, neuromotor, and behavioral development at 5.5 years CA. Methods Development was assessed using the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III-NL), the Movement Assessment Battery for Children (MABC-2), the Developmental Test of Visual Motor Integration (VMI), a neurological examination, and the Strength and Difficulties questionnaire (SDQ). Results Sixty-nine VLBW children in the intervention and 67 VLBW children in the control group participated at 5.5 years CA (response rate 77.3%). Some important social and perinatal risk factors were at the disadvantage of the intervention group. Verbal and performance IQ-scores Conclusions The IBAIP leads to improvement in intelligence, ball skills and visual-motor integration at 5.5 years CA.

Aims Do very low birth weight (VLBW) preschoolers without Cerebral Palsy (CP) have disabilities in daily activities and what are risk factors for these disabilities? Methods Disability in daily activities was assessed with the Dutch Pediatric Evaluation of Disability Inventory (PEDI-NL) in 143 VLBW children, at 44 months corrected age (CA). Children with CP are known to have disabilities and were therefore excluded. Multiple logistic regression analyses were performed to determine the risk factors for disabilities in daily activities. Perinatal and socio-demographic factors, a low ( Results One or more disabilities were found in 27 VLBW children (19%). The highest frequencies were found in mobility (19 (13%) children) and in social functioning (12 (8%) children). Logistic regression analyses detected a low PDI and a low MDI as risk factors for disability in mobility; R-square 0.211. For disability in social functioning, a low MDI and being first born were detected as risk factors: R-square 285. Conclusions At school entry, one in five VLBW children does have a disability in daily activities especially in mobility and social functioning which may reduce participation with their peers. However, prediction of the disabilities by risk factors is limited. Therefore, adding the PEDI to follow up assessments may enable adequate referral for intervention focussing on participation.

Aims To compare very low birth weight (VLBW) children’s performance on attention measurements at preschool age to term-born peers, and to assess associated risk factors. Methods Attention was assessed in 151 VLBW preschoolers and 41 term-born peers at 44 months of corrected age, using the Visual Attention task of the Developmental Neuropsychological Assessment, and the Gift Delay task. Parents completed the Attention Problems domain of the Child Behavior Checklist (CBCL-AP), the Inhibit domain of the Behavior Rating Inventory of Executive Function (preschool version), and the Inattention/Distractibility scale of the Sensory Profile. The investigator completed the Attention domain of the Miller Assessment for Preschoolers’ Behavior During Testing (BDT-AD). Potential perinatal and socio-demographic risk factors for attention problems were analyzed using logistic regression analysis. Results Compared with term-born peers, VLBW children scored worse on five out of six attention measurements and had significantly more abnormal scores on the CBCL-AP and BDT-AD. Analyses of BDT-AD indicate that VLBW children mostly scored abnormally on the items regarding attention maintenance. VLBW children were at higher risk for attention problems according to a composite score of significant attention problems (OR 4.6, 95% CI: 1.7–12.4). Risk factors for attention problems were having a mother born abroad (OR 3.5, CI: 1.7–7.2) and bronchopulmonary dysplasia (BPD) (OR 2.5, CI: 1.0–6.0). Conclusions At the time of school entry, VLBW children have more difficulty maintaining attention than their term-born peers. Both social and biological risk factors were predictive of attention problems. Using the CBCL-AP and BDT-AD may lead to timely intervention.