BACKGROUNDS. Extremely preterm infants may experience various neurodevelopmental and cognitive impairments. METHODS. A retrospective study was conducted in infants born before 28 weeks of gestation in 2013 and 2014. We collected demographic data and neurodevelopmental outcomes at 2 years of age. Additionally, we collected data from parents and developmental physicians before school entry. 85 children were in-cluded at 2 years of age, and 45 children before school entry. RESULTS. At 2 years of age, 2.5% of 79 children failed the Denver Developmental Screening Test II, 3.7% of 81 children had hearing impairment, and 35.6% of 45 children had pathological brain imaging findings. Before school entry, visual impairment was found in 34.2% of 45 children, hearing impairment in 2.9% of 35, motor disability in 36.8% of 38, and behavioral problems in 31.1% of 45 children. The most common cognitive problem was poor attention, present in 76.5% of 34 children. Problems in school were reported in 44.7% of 38 children, and 50% of 38 children received a professional opinion or decision to enroll in an adapted school program. Neurodevelopmental pediatricians reported a statistically higher incidence of neurophysiotherapeutic treatment and psychologist involvement compared to parents’ responses. DISCUSSION. The development of Slovenian extremely preterm infants at 2 years of age is more favorable than that reported in international studies. Before school entry, their developmental outcomes are superior to those reported in international studies with regard to school adjustment and the prevalence of school difficulties, broadly comparable in terms of motor impairments, but less favorable with respect to cognitive and behavioral difficulties, as well as visual and hearing impairments.
|
