Nahed O. ElHassan, Ruiqi Cen, Charles P. Pugh, Chary Akmyradov, Jun Ying, Anthony Goudie, Wendy N. Nembhard
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Data on NICU hospitalization were abstracted from medical records at Arkansas' only pediatric specialty hospital. The study outcomes were 3rd to 5th grade proficiency on literacy and mathematic standardized achievement tests, referral to special education, and days of school absence. Regression models were used to assess the association of outcome measures with diagnosis of EA/TEF, after adjusting for differences in covariates between EA/TEF and unaffected children and accounting for paired correlations using the generalized estimating equation method.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The final cohort included 20 surviving children born with EA/TEF and 31 unaffected children. There was no significant difference in literacy (3rd: 70% vs. 71%; 4th: 83% vs. 81%; 5th: 94% vs. 87%, p > 0.05) or mathematics proficiency (3rd: 80% vs. 87%; 4th: 83% vs. 78%; 5th: 75% vs. 78%, <i>p</i> > 0.05), referral to special education (20% vs. 19%, <i>p</i> = 0.65), or total days of school absence (47 vs. 26 days, <i>p</i> = 0.07) between EA/TEF and unaffected children.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Children born with EA/TEF had comparable academic proficiency to unaffected children.</p>\n </section>\n </div>","PeriodicalId":9121,"journal":{"name":"Birth Defects Research","volume":"116 12","pages":""},"PeriodicalIF":1.6000,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Childhood Educational Outcomes of Infants Born With Esophageal Atresia With or Without Tracheoesophageal Atresia\",\"authors\":\"Nahed O. 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There was no significant difference in literacy (3rd: 70% vs. 71%; 4th: 83% vs. 81%; 5th: 94% vs. 87%, p > 0.05) or mathematics proficiency (3rd: 80% vs. 87%; 4th: 83% vs. 78%; 5th: 75% vs. 78%, <i>p</i> > 0.05), referral to special education (20% vs. 19%, <i>p</i> = 0.65), or total days of school absence (47 vs. 26 days, <i>p</i> = 0.07) between EA/TEF and unaffected children.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>Children born with EA/TEF had comparable academic proficiency to unaffected children.</p>\\n </section>\\n </div>\",\"PeriodicalId\":9121,\"journal\":{\"name\":\"Birth Defects Research\",\"volume\":\"116 12\",\"pages\":\"\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-12-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Birth Defects Research\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/bdr2.2417\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"DEVELOPMENTAL BIOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Birth Defects Research","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/bdr2.2417","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"DEVELOPMENTAL BIOLOGY","Score":null,"Total":0}
引用次数: 0
摘要
背景：关于先天性食管闭锁（EA）患儿伴或不伴气管食管瘘（TEF）的教育效果的研究有限。我们的目的是比较出生时患有EA/TEF的儿童与未受影响的儿童的三年级到五年级的学术水平。方法：从阿肯色州生殖健康监测系统中确定2000-2005年出生时患有EA/TEF的儿童。对于每个出生时患有EA/TEF的儿童，从出生证明中选择最多两个未受影响的儿童，并根据医院和出生月份、性别、种族和民族进行匹配。新生儿重症监护病房住院的数据是从阿肯色州唯一一家儿科专科医院的医疗记录中提取的。研究结果包括三到五年级的读写和数学标准化成绩测试的熟练程度，转到特殊教育的情况，以及缺课天数。在调整EA/TEF和未受影响儿童之间协变量的差异，并使用广义估计方程方法考虑配对相关性后，使用回归模型评估结果测量与EA/TEF诊断的相关性。结果：最终队列包括20名出生时患有EA/TEF的幸存儿童和31名未受影响的儿童。在读写能力方面没有显著差异(第三：70% vs 71%；第4:83% vs. 81%；第五名：94% vs. 87%, p > 0.05)或数学熟练程度(第三名：80% vs. 87%；第4:83% vs. 78%；第5:75%对78%，p > 0.05)，转到特殊教育（20%对19%，p = 0.65），或总缺课天数（47对26天，p = 0.07）在EA/TEF和未受影响的儿童之间。结论：出生时患有EA/TEF的儿童与未受影响的儿童具有相当的学术熟练程度。
Childhood Educational Outcomes of Infants Born With Esophageal Atresia With or Without Tracheoesophageal Atresia
Background
There are limited studies on educational outcomes of children born with esophageal atresia (EA) with or without tracheoesophageal fistula (TEF). We aimed to compare 3rd to 5th grade academic proficiency among children born with EA/TEF versus unaffected children.
Methods
Children born with EA/TEF (2000–2005) were identified from the Arkansas Reproductive Health Monitoring System. For each child born with EA/TEF, up to two unaffected children were selected from birth certificates and matched on hospital and month of birth, sex, and race and ethnicity. Data on NICU hospitalization were abstracted from medical records at Arkansas' only pediatric specialty hospital. The study outcomes were 3rd to 5th grade proficiency on literacy and mathematic standardized achievement tests, referral to special education, and days of school absence. Regression models were used to assess the association of outcome measures with diagnosis of EA/TEF, after adjusting for differences in covariates between EA/TEF and unaffected children and accounting for paired correlations using the generalized estimating equation method.
Results
The final cohort included 20 surviving children born with EA/TEF and 31 unaffected children. There was no significant difference in literacy (3rd: 70% vs. 71%; 4th: 83% vs. 81%; 5th: 94% vs. 87%, p > 0.05) or mathematics proficiency (3rd: 80% vs. 87%; 4th: 83% vs. 78%; 5th: 75% vs. 78%, p > 0.05), referral to special education (20% vs. 19%, p = 0.65), or total days of school absence (47 vs. 26 days, p = 0.07) between EA/TEF and unaffected children.
Conclusions
Children born with EA/TEF had comparable academic proficiency to unaffected children.
期刊介绍：
The journal Birth Defects Research publishes original research and reviews in areas related to the etiology of adverse developmental and reproductive outcome. In particular the journal is devoted to the publication of original scientific research that contributes to the understanding of the biology of embryonic development and the prenatal causative factors and mechanisms leading to adverse pregnancy outcomes, namely structural and functional birth defects, pregnancy loss, postnatal functional defects in the human population, and to the identification of prenatal factors and biological mechanisms that reduce these risks.
Adverse reproductive and developmental outcomes may have genetic, environmental, nutritional or epigenetic causes. Accordingly, the journal Birth Defects Research takes an integrated, multidisciplinary approach in its organization and publication strategy. The journal Birth Defects Research contains separate sections for clinical and molecular teratology, developmental and reproductive toxicology, and reviews in developmental biology to acknowledge and accommodate the integrative nature of research in this field. Each section has a dedicated editor who is a leader in his/her field and who has full editorial authority in his/her area.
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