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Assessing Behavioral Disorders with SDQ in Very Preterm Children at 5 Years of Age in LIFT Cohort

Background: Preterm-born children are at risk of behavioral disorders and the systematic assessment of these disorders remains a challenge. Questions remain about the accuracy of self-reported parent questionnaires and the real everyday life behavior of the child. Aim: To evaluate the association be...

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Autores principales: Robert de Saint Vincent, Marine, Rouger, Valérie, Rozé, Jean Christophe, Flamant, Cyril, Muller, Jean-Baptiste
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10378436/
https://www.ncbi.nlm.nih.gov/pubmed/37508688
http://dx.doi.org/10.3390/children10071191
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author Robert de Saint Vincent, Marine
Rouger, Valérie
Rozé, Jean Christophe
Flamant, Cyril
Muller, Jean-Baptiste
author_facet Robert de Saint Vincent, Marine
Rouger, Valérie
Rozé, Jean Christophe
Flamant, Cyril
Muller, Jean-Baptiste
author_sort Robert de Saint Vincent, Marine
collection PubMed
description Background: Preterm-born children are at risk of behavioral disorders and the systematic assessment of these disorders remains a challenge. Questions remain about the accuracy of self-reported parent questionnaires and the real everyday life behavior of the child. Aim: To evaluate the association between SDQ reported by parents in the preterm and behavioral difficulties in the everyday school life environment reported by teacher. Methods: All children born before 33 weeks and who followed-up in the LIFT (Loire Infant Follow-up team) network were included. The Strengths and Difficulties Parental Questionnaire (SDQ), completed at 5 years, was used to check for behavioral difficulties and identified three groups: “normal”, “borderline” and “abnormal”. Then, the SDQ results were compared to the Global School Adaptation Score (GSA) at 5 years. Results: Out of the 1825 children followed in the cohort at the age of 5, 1397 questionnaires were analyzed. A total of 11.1% of children had an abnormal score, and 9.7% had a borderline score. Male gender and a lower birth weight z-score were significantly associated with the “abnormal SDQ” group. There is a significant relationship between the probability of being in the “abnormal SDQ” group at 5 years and with difficulty in global school adaptation at 5 years, as well as an SDQ borderline score in the preterm (p < 0.001). Conclusions: SDQ abnormal and borderline scores are associated with behavioral difficulties in the classroom and everyday life behavior. In preterm children, one should be alerted even by a borderline SDQ score.
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spelling pubmed-103784362023-07-29 Assessing Behavioral Disorders with SDQ in Very Preterm Children at 5 Years of Age in LIFT Cohort Robert de Saint Vincent, Marine Rouger, Valérie Rozé, Jean Christophe Flamant, Cyril Muller, Jean-Baptiste Children (Basel) Article Background: Preterm-born children are at risk of behavioral disorders and the systematic assessment of these disorders remains a challenge. Questions remain about the accuracy of self-reported parent questionnaires and the real everyday life behavior of the child. Aim: To evaluate the association between SDQ reported by parents in the preterm and behavioral difficulties in the everyday school life environment reported by teacher. Methods: All children born before 33 weeks and who followed-up in the LIFT (Loire Infant Follow-up team) network were included. The Strengths and Difficulties Parental Questionnaire (SDQ), completed at 5 years, was used to check for behavioral difficulties and identified three groups: “normal”, “borderline” and “abnormal”. Then, the SDQ results were compared to the Global School Adaptation Score (GSA) at 5 years. Results: Out of the 1825 children followed in the cohort at the age of 5, 1397 questionnaires were analyzed. A total of 11.1% of children had an abnormal score, and 9.7% had a borderline score. Male gender and a lower birth weight z-score were significantly associated with the “abnormal SDQ” group. There is a significant relationship between the probability of being in the “abnormal SDQ” group at 5 years and with difficulty in global school adaptation at 5 years, as well as an SDQ borderline score in the preterm (p < 0.001). Conclusions: SDQ abnormal and borderline scores are associated with behavioral difficulties in the classroom and everyday life behavior. In preterm children, one should be alerted even by a borderline SDQ score. MDPI 2023-07-10 /pmc/articles/PMC10378436/ /pubmed/37508688 http://dx.doi.org/10.3390/children10071191 Text en © 2023 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Robert de Saint Vincent, Marine
Rouger, Valérie
Rozé, Jean Christophe
Flamant, Cyril
Muller, Jean-Baptiste
Assessing Behavioral Disorders with SDQ in Very Preterm Children at 5 Years of Age in LIFT Cohort
title Assessing Behavioral Disorders with SDQ in Very Preterm Children at 5 Years of Age in LIFT Cohort
title_full Assessing Behavioral Disorders with SDQ in Very Preterm Children at 5 Years of Age in LIFT Cohort
title_fullStr Assessing Behavioral Disorders with SDQ in Very Preterm Children at 5 Years of Age in LIFT Cohort
title_full_unstemmed Assessing Behavioral Disorders with SDQ in Very Preterm Children at 5 Years of Age in LIFT Cohort
title_short Assessing Behavioral Disorders with SDQ in Very Preterm Children at 5 Years of Age in LIFT Cohort
title_sort assessing behavioral disorders with sdq in very preterm children at 5 years of age in lift cohort
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10378436/
https://www.ncbi.nlm.nih.gov/pubmed/37508688
http://dx.doi.org/10.3390/children10071191
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