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March of Dimes (2016). Distribution of gestational age categories: United States, 2014 [Digital image]. Retrieved from
http://www.marchofdimes.org/Peristats/ViewSubtopic.aspx?reg=99&top=3&stop=55&lev=1&slev=1&obj=3

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Are premature infants more likely to develop  learning disabilities?

A full term birth is a 40 week gestation period.

A preterm birth is less than a 36 week gestation period.

The premature birth rate in the United States is 1 in 10 (March of Dimes, 2013).

The current increased preterm birth rate is due to the prevalence of multiple births and medical technological advances that promote survival (Paasche and Gorrill, 2004).

Preterm infants are at risk for cognitive learning disabilities and developmental delays.

Brain research reveals ages birth to 6 as “windows of opportunity” for brain activity that paves the way for future learning (Mooney, 2013).

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The Impact Premature Infant Birth has on Cognitive Development

By: Nikki Doyle and Anita Lozinto

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Chyi, L. J., Lee, H. C., Hintz, S. R., Gould, J. B., & Sutcliffe, T. L. (2008). School outcomes of late preterm infants: special needs and challenges for infants born at 32 to 36 weeks  gestation.
The Journal of Pediatrics, 153(1), 25-31. doi:10.1016/j.jpeds.2008.01.027

Killeen, H., Shiel, A., Law, M., Segurado, R., & O’Donovan, D. (2014) The impact of    preterm birth on participation in childhood occupation. European Journal of Pediatrics, 174(3), 299-306
doi:10.1007/s00431-014-2393-4

Lobo,, M.A., & Galloway, J.C. (2013). Assessment and stability of early learning abilities in preterm and full-term infants across the first two years of life. Research in Developmental
Disabilities, 34(5), 1721-1730. doi:10.1016/j.ridd.2013.02.010.

Mayo Clinic. (1998-2016). Premature birth. Retrieved October 24, 2016, from http://www.mayoclinic.org/diseases-conditions/premature-birth/basics/definition/CON-  20020050

March of Dimes.(2013). Premature babies. Retrieved from October 24, 2016, from http://www.marchofdimes.org/baby/premature-babies.aspx

Mooney, C. G. (2013). Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky. St. Paul,MN: Redleaf Press.

Paasche, C. L., Gorrill, L., & Strom, B. (2004). Children with special needs in early childhood settings. Clifton Park, NY: Thomson/Delmar Learning.

Premature Infant Advocacy Toolkit. (2014). Retrieved November 07, 2016, from http://www.infanthealth.org/blog/2014/03/medimmune-premature-infant-advocacy-toolkit-2

Pritchard, V. E., Clark, C. A., Liberty, K., Champion, P. R., Wilson, K., & Woodward, L. J.(2009). Early school-based learning
difficulties in children born very preterm. Early Human Development, 85(4), 215-224. doi:10.1016/j.earlhumdev.2008.10.004

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The Premature Infant Advocacy Tool Kit is a great resource for parents and professionals.

The Continuum Pediatric Nursing Program is a home visit model.

Parents/caregivers can more readily advocate for their preterm infants with basic knowledge of typical infant/child growth and development.

Parents/caregivers knowledge of the brain stimulation required of preterm infants to insure continued growth.

Schools and teachers can partner with parents and caregivers by providing close monitoring of preterm infants for academic lag and implement interventions promptly with awareness of the student’s high risk status.

Assessment and intervention strategies should be initiated early, rather than waiting to see if the child catches up.

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Infants born very preterm (VPT) at less than 32 weeks were found at ages 6 months to 5 1/2 years with delays in adaptive living skills.

By the age of 6, VPT infants are twice as likely to develop a learning disability in math compared to full-term peers.

VPT infants benefit from early assessments, which lead to early intervention strategies during the transitions of school.

Infants born moderately preterm (MP) at 32-33 weeks and late preterm (LP) at 34-36 weeks, were generally found to lag behind their full-term (FT) peers academically in the areas of reading and math.

Individualized Education Plans (IEP’s) and special education services were  required more of MP and LP infants in grades K-5, compared to FT infants.

Preterm infants steadily presented lower cognitive abilities compared to their FT peers and early detection is obtainable with the right assessment methods administered within the first two years of life.