Exploring the "Preterm Behavioral Phenotype" in Children Born Extremely Preterm

Alice C. Burnett, George Youssef, Peter J. Anderson, Julianne Duff, Lex W. Doyle, Jeanie L.Y. Cheong, Victorian Infant Collaborative Study Group

Research output: Contribution to journalArticleResearchpeer-review

Abstract

OBJECTIVE: To examine whether difficulties in emotional, attention, and peer or social functioning (a proposed "preterm behavioral phenotype") co-occur within individual children born extremely preterm (EP; <28 weeks of gestation) and/or extremely low birth weight (ELBW; <1,000 g) and whether different behavioral profiles are related to cognitive and academic outcomes. METHODS: Population-based cohort of all EP/ELBW survivors born in the state of Victoria, Australia, in 2005, and contemporaneous matched controls were recruited at birth. At age 7 to 8 years, parents of 181 EP/ELBW and 185 control children rated their children's behavior on the Strengths and Difficulties Questionnaire problem scales (emotional symptoms, conduct problems, hyperactivity/inattention, and peer problems). Latent profile analysis was used to explore patterns of behavior within individual children. RESULTS: Four behavioral profiles were identified: (1) minimal difficulties in all domains; (2) a profile consistent with the preterm behavioral phenotype; (3) elevations in all domains except peer problems; and (4) marked global elevations in all domains. Most preterm children (55%) had a profile of minimal difficulties. Relative to their risk of being in the minimal difficulties group, EP/ELBW children were overrepresented in the preterm behavioral phenotype (20% vs. 12% controls) and the globally elevated symptom groups (8% vs. 3%). Accounting for birth group and demographic variables, profiles with higher levels of behavior symptoms were associated with poorer cognitive and academic performance. CONCLUSION: Although more EP/ELBW children exhibited the proposed preterm behavioral phenotype than controls, it occurred in only 20% of EP/ELBW children. Greater behavior symptoms were associated with poorer cognitive and academic outcomes.

Original languageEnglish
Pages (from-to)200-207
Number of pages8
JournalJournal of Developmental and Behavioral Pediatrics
Volume40
Issue number3
DOIs
Publication statusPublished - 1 Apr 2019

Cite this

Burnett, A. C., Youssef, G., Anderson, P. J., Duff, J., Doyle, L. W., Cheong, J. L. Y., & Victorian Infant Collaborative Study Group (2019). Exploring the "Preterm Behavioral Phenotype" in Children Born Extremely Preterm. Journal of Developmental and Behavioral Pediatrics, 40(3), 200-207. https://doi.org/10.1097/DBP.0000000000000646
Burnett, Alice C. ; Youssef, George ; Anderson, Peter J. ; Duff, Julianne ; Doyle, Lex W. ; Cheong, Jeanie L.Y. ; Victorian Infant Collaborative Study Group. / Exploring the "Preterm Behavioral Phenotype" in Children Born Extremely Preterm. In: Journal of Developmental and Behavioral Pediatrics. 2019 ; Vol. 40, No. 3. pp. 200-207.
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abstract = "OBJECTIVE: To examine whether difficulties in emotional, attention, and peer or social functioning (a proposed {"}preterm behavioral phenotype{"}) co-occur within individual children born extremely preterm (EP; <28 weeks of gestation) and/or extremely low birth weight (ELBW; <1,000 g) and whether different behavioral profiles are related to cognitive and academic outcomes. METHODS: Population-based cohort of all EP/ELBW survivors born in the state of Victoria, Australia, in 2005, and contemporaneous matched controls were recruited at birth. At age 7 to 8 years, parents of 181 EP/ELBW and 185 control children rated their children's behavior on the Strengths and Difficulties Questionnaire problem scales (emotional symptoms, conduct problems, hyperactivity/inattention, and peer problems). Latent profile analysis was used to explore patterns of behavior within individual children. RESULTS: Four behavioral profiles were identified: (1) minimal difficulties in all domains; (2) a profile consistent with the preterm behavioral phenotype; (3) elevations in all domains except peer problems; and (4) marked global elevations in all domains. Most preterm children (55{\%}) had a profile of minimal difficulties. Relative to their risk of being in the minimal difficulties group, EP/ELBW children were overrepresented in the preterm behavioral phenotype (20{\%} vs. 12{\%} controls) and the globally elevated symptom groups (8{\%} vs. 3{\%}). Accounting for birth group and demographic variables, profiles with higher levels of behavior symptoms were associated with poorer cognitive and academic performance. CONCLUSION: Although more EP/ELBW children exhibited the proposed preterm behavioral phenotype than controls, it occurred in only 20{\%} of EP/ELBW children. Greater behavior symptoms were associated with poorer cognitive and academic outcomes.",
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Burnett, AC, Youssef, G, Anderson, PJ, Duff, J, Doyle, LW, Cheong, JLY & Victorian Infant Collaborative Study Group 2019, 'Exploring the "Preterm Behavioral Phenotype" in Children Born Extremely Preterm' Journal of Developmental and Behavioral Pediatrics, vol. 40, no. 3, pp. 200-207. https://doi.org/10.1097/DBP.0000000000000646

Exploring the "Preterm Behavioral Phenotype" in Children Born Extremely Preterm. / Burnett, Alice C.; Youssef, George; Anderson, Peter J.; Duff, Julianne; Doyle, Lex W.; Cheong, Jeanie L.Y.; Victorian Infant Collaborative Study Group.

In: Journal of Developmental and Behavioral Pediatrics, Vol. 40, No. 3, 01.04.2019, p. 200-207.

Research output: Contribution to journalArticleResearchpeer-review

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T1 - Exploring the "Preterm Behavioral Phenotype" in Children Born Extremely Preterm

AU - Burnett, Alice C.

AU - Youssef, George

AU - Anderson, Peter J.

AU - Duff, Julianne

AU - Doyle, Lex W.

AU - Cheong, Jeanie L.Y.

AU - Victorian Infant Collaborative Study Group

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N2 - OBJECTIVE: To examine whether difficulties in emotional, attention, and peer or social functioning (a proposed "preterm behavioral phenotype") co-occur within individual children born extremely preterm (EP; <28 weeks of gestation) and/or extremely low birth weight (ELBW; <1,000 g) and whether different behavioral profiles are related to cognitive and academic outcomes. METHODS: Population-based cohort of all EP/ELBW survivors born in the state of Victoria, Australia, in 2005, and contemporaneous matched controls were recruited at birth. At age 7 to 8 years, parents of 181 EP/ELBW and 185 control children rated their children's behavior on the Strengths and Difficulties Questionnaire problem scales (emotional symptoms, conduct problems, hyperactivity/inattention, and peer problems). Latent profile analysis was used to explore patterns of behavior within individual children. RESULTS: Four behavioral profiles were identified: (1) minimal difficulties in all domains; (2) a profile consistent with the preterm behavioral phenotype; (3) elevations in all domains except peer problems; and (4) marked global elevations in all domains. Most preterm children (55%) had a profile of minimal difficulties. Relative to their risk of being in the minimal difficulties group, EP/ELBW children were overrepresented in the preterm behavioral phenotype (20% vs. 12% controls) and the globally elevated symptom groups (8% vs. 3%). Accounting for birth group and demographic variables, profiles with higher levels of behavior symptoms were associated with poorer cognitive and academic performance. CONCLUSION: Although more EP/ELBW children exhibited the proposed preterm behavioral phenotype than controls, it occurred in only 20% of EP/ELBW children. Greater behavior symptoms were associated with poorer cognitive and academic outcomes.

AB - OBJECTIVE: To examine whether difficulties in emotional, attention, and peer or social functioning (a proposed "preterm behavioral phenotype") co-occur within individual children born extremely preterm (EP; <28 weeks of gestation) and/or extremely low birth weight (ELBW; <1,000 g) and whether different behavioral profiles are related to cognitive and academic outcomes. METHODS: Population-based cohort of all EP/ELBW survivors born in the state of Victoria, Australia, in 2005, and contemporaneous matched controls were recruited at birth. At age 7 to 8 years, parents of 181 EP/ELBW and 185 control children rated their children's behavior on the Strengths and Difficulties Questionnaire problem scales (emotional symptoms, conduct problems, hyperactivity/inattention, and peer problems). Latent profile analysis was used to explore patterns of behavior within individual children. RESULTS: Four behavioral profiles were identified: (1) minimal difficulties in all domains; (2) a profile consistent with the preterm behavioral phenotype; (3) elevations in all domains except peer problems; and (4) marked global elevations in all domains. Most preterm children (55%) had a profile of minimal difficulties. Relative to their risk of being in the minimal difficulties group, EP/ELBW children were overrepresented in the preterm behavioral phenotype (20% vs. 12% controls) and the globally elevated symptom groups (8% vs. 3%). Accounting for birth group and demographic variables, profiles with higher levels of behavior symptoms were associated with poorer cognitive and academic performance. CONCLUSION: Although more EP/ELBW children exhibited the proposed preterm behavioral phenotype than controls, it occurred in only 20% of EP/ELBW children. Greater behavior symptoms were associated with poorer cognitive and academic outcomes.

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