Positive Autism Screening in Children Born Preterm.

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Nuria Lisset Ontiveros Perez, Pamela M Rios, Stella Firth Wang, Virginia A Marchman, Ramkumar Aishworiya, Heidi M Feldman
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Abstract

Purpose: Autism is more common among children born preterm than children born at term. This study determined the prevalence of positive autism screening among children born preterm and evaluated sociodemographic, clinical, and neurodevelopmental factors associated with positive screens.

Methods: Secondary analyses of data from Lucile Packard Children's Hospital High Risk Infant Follow-up clinic. Infants born < 32 weeks gestation between 2016 and 2020, who attended the clinic at 18-30 months, were classified into two groups based on results of Modified Checklist for Autism in Toddlers-Revised with Follow-Up (M-CHAT-R/F): positive-screen (score > 2) and negative-screen (≤ 2). We compared sociodemographics, clinical factors, and language development across groups.

Results: The prevalence of positive screens was 12.2%. Children in the positive-screen group had lower gestational age, birthweight, and longer hospital stays than children in the negative-screen group (all p <.05). However, in multivariate analysis, gestational age was the only factor significantly associated with positive screens (p =.04). We found no group differences in sociodemographics or medical complications. The positive-screen group had lower mean language scores than the negative-screen group (p <.001). However, 36.6% of children in the negative-screen group also had a language developmental quotient ≤ 85.

Conclusion: The high prevalence of positive screens reinforces the importance of early screening for autism in preterm children. Gestational age at birth was the primary factor associated with positive screens. Language difficulties were not specific to children with positive screens, highlighting the need for autism screening and routine developmental assessments for preterm children.

早产儿孤独症阳性筛查
目的:自闭症在早产儿童中比足月出生的儿童更常见。本研究确定了早产儿童孤独症筛查阳性的患病率,并评估了与筛查阳性相关的社会人口学、临床和神经发育因素。方法:对Lucile Packard儿童医院高危婴儿随访门诊资料进行二次分析。婴儿出生2)和阴性筛查(≤2)。我们比较了不同群体的社会人口统计学、临床因素和语言发展。结果:筛查阳性率为12.2%。与阴性筛查组相比,阳性筛查组儿童的胎龄、出生体重和住院时间均较低(均p)。结论:阳性筛查的高流行率强化了对早产儿进行自闭症早期筛查的重要性。出生胎龄是与筛查阳性相关的主要因素。语言障碍并不是阳性筛查儿童所特有的,这突出了对自闭症筛查和早产儿常规发育评估的必要性。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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