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Clin Perinatol. 2018 Sep;45(3):529-546. doi: 10.1016/j.clp.2018.05.003. Epub 2018 Jun 18.

Behavioral and Socioemotional Development in Preterm Children.

Author information

1
Division of Developmental and Behavioral Pediatrics, Department of Pediatrics, University of Alabama at Birmingham, Dearth Tower Suite 5602, McWane. 1600 7th Avenue South, Birmingham, AL 35233-1711, USA. Electronic address: mperalta@peds.uab.edu.
2
Division of Developmental and Behavioral Pediatrics, Department of Pediatrics, University of Alabama at Birmingham, Dearth Tower Suite 5602, McWane. 1600 7th Avenue South, Birmingham, AL 35233-1711, USA.
3
International Health Department, John Hopkins Bloomberg School of Public Health, 615 North Wolfe Street, Room 5517, Baltimore, MD, USA.

Abstract

Prematurity is a significant risk factor for impaired neurodevelopmental outcomes. These include motor, cognitive, language, behavioral, and socioemotional competence. Long-term overall function depends on healthy socioemotional functioning. The vulnerability of the preterm brain during critical periods of development contributes to behavioral and socioemotional problems in preterm children. Attention deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) clinical features are more frequent in preterm children compared with their full-term counterparts; however, true rates of ASD and ADHD vary across studies. Early detection of behavioral and socioemotional problems in preterm children would enable timely early intervention to improve long-term functional outcomes.

KEYWORDS:

ADHD; Autism; Behavior; Prematurity; Socioemotional

PMID:
30144853
DOI:
10.1016/j.clp.2018.05.003
[Indexed for MEDLINE]

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