Cognitive Assessment of Very Preterm School-age Children by Chronological vs. Corrected Age
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| Format: | Artículo científico |
| Sprache: | en |
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Colegio Oficial de Psicólogos de Madrid
2025
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| _version_ | 1876429870206025728 |
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| author | Yolanda Sánchez-Sandoval |
| author_facet | Yolanda Sánchez-Sandoval |
| contents | Cognitive Assessment of Very Preterm School-age Children by Chronological vs. Corrected Age Yolanda Sánchez-Sandoval Agustina Lambrisca Isabel Benavente-Fernández Laura Lacalle Melissa L. Martínez-Shaw Psicología IQ WISC School age Prematurity Preterm birth 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. 2025 artículo científico 1135-755X https://www.redalyc.org/articulo.oa?id=613782256004 https://www.redalyc.org/journal/6137/613782256004/ https://www.redalyc.org/journal/6137/613782256004/html/ https://www.redalyc.org/journal/6137/613782256004/613782256004.epub https://www.redalyc.org/journal/6137/613782256004/movil 10.5093/psed2025a4 en http://www.redalyc.org/revista.oa?id=6137 Psicología Educativa. Revista de los Psicólogos de la Educación application/pdf Colegio Oficial de Psicólogos de Madrid Psicología Educativa. Revista de los Psicólogos de la Educación (España) Num.1 Vol.31 |
| format | Artículo científico |
| id | redalyc_613782256004 |
| institution | Redalyc |
| language | en |
| publishDate | 2025 |
| publisher | Colegio Oficial de Psicólogos de Madrid |
| spellingShingle | Cognitive Assessment of Very Preterm School-age Children by Chronological vs. Corrected Age Yolanda Sánchez-Sandoval Psicología IQ WISC School age Prematurity Preterm birth Cognitive Assessment of Very Preterm School-age Children by Chronological vs. Corrected Age Yolanda Sánchez-Sandoval Agustina Lambrisca Isabel Benavente-Fernández Laura Lacalle Melissa L. Martínez-Shaw Psicología IQ WISC School age Prematurity Preterm birth 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. 2025 artículo científico 1135-755X https://www.redalyc.org/articulo.oa?id=613782256004 https://www.redalyc.org/journal/6137/613782256004/ https://www.redalyc.org/journal/6137/613782256004/html/ https://www.redalyc.org/journal/6137/613782256004/613782256004.epub https://www.redalyc.org/journal/6137/613782256004/movil 10.5093/psed2025a4 en http://www.redalyc.org/revista.oa?id=6137 Psicología Educativa. Revista de los Psicólogos de la Educación application/pdf Colegio Oficial de Psicólogos de Madrid Psicología Educativa. Revista de los Psicólogos de la Educación (España) Num.1 Vol.31 |
| title | Cognitive Assessment of Very Preterm School-age Children by Chronological vs. Corrected Age |
| topic | Psicología IQ WISC School age Prematurity Preterm birth |
| url | https://www.redalyc.org/articulo.oa?id=613782256004 https://www.redalyc.org/journal/6137/613782256004/ https://www.redalyc.org/journal/6137/613782256004/html/ https://www.redalyc.org/journal/6137/613782256004/613782256004.epub https://www.redalyc.org/journal/6137/613782256004/movil |