Contingent mother's voice intervention facilitates attention in hospitalized preterm infants with neural insults.

IF 1.9 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mind Brain and Education Pub Date : 2025-02-01 Epub Date: 2025-02-22 DOI:10.1111/mbe.70000
Caitlin P Kjeldsen, Mary Lauren Neel, Ann R Stark, Zhulin He, Olena Chorna, Kristen Benninger, Nathalie L Maitre
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引用次数: 0

Abstract

Neurologic insults in infancy can have significant long-term effects on developmental processes including attention and learning; however, heterogeneity of diagnoses and treatments in this population often lead to exclusion from interventional trials to improve outcome. This study sought to determine whether hospitalized infants with neural insults have the capacity to attend to and engage in an intervention leveraging recorded mother's voice contingent on non-nutritive suck (NNS). Eighty-four hospitalized infants with neural insult were randomized to receive 20 sessions of intervention (recorded mother's voice contingent on NNS) or control (passive exposure to recorded mother's voice). Pause time between suck bursts was 29% lower for infants receiving contingent mother's voice compared to passive exposure (p<.001). Hospitalized infants with evidence of neural insult have the capacity to engage in active interventions leveraging recorded mother's voice and demonstrate greater attention during active versus passive presentation of stimuli. Clinical Trial Registration: NCT03230032.

偶然母亲的语音干预促进了对住院早产儿神经损伤的关注。
婴儿期的神经损伤会对包括注意力和学习在内的发育过程产生重大的长期影响;然而,在这一人群中,诊断和治疗的异质性往往导致被排除在改善结果的介入性试验之外。本研究旨在确定患有神经损伤的住院婴儿是否有能力参加并参与利用非营养性吸吮(NNS)录制的母亲声音的干预。84名因神经损伤而住院的婴儿被随机分为两组,一组接受20个疗程的干预(录制的母亲的声音取决于NNS),另一组接受对照组(被动接触录制的母亲的声音)。与被动接触相比,接受偶然母亲声音的婴儿在吮吸爆发之间的停顿时间减少了29%
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来源期刊
CiteScore
3.50
自引率
11.10%
发文量
29
期刊介绍: Mind, Brain, and Education (MBE), recognized as the 2007 Best New Journal in the Social Sciences & Humanities by the Association of American Publishers" Professional & Scholarly Publishing Division, provides a forum for the accessible presentation of basic and applied research on learning and development, including analyses from biology, cognitive science, and education. The journal grew out of the International Mind, Brain, and Education Society"s mission to create a new field of mind, brain and education, with educators and researchers expertly collaborating in integrating the variety of fields connecting mind, brain, and education in research, theory, and/or practice.
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