Newborn Neurobehavior Is Related to Later Neurodevelopment and Social Cognition Skills in Extremely Preterm-Born Children: A Prospective Longitudinal Cohort Study.

Leena Aho,Marjo Metsäranta,Piia Lönnberg,Elina Wolford,Aulikki Lano

doi:10.3389/fpsyg.2021.710430

Abstract

Objective: The aim of this study was to evaluate the ability of the neonatal neurobehavioral characteristics to act as an indicator for later neurodevelopment and neurocognitive performance.Methods: Sixty-six infants born extremely preterm (<28 gestational weeks) were followed until 6.5 years. Neurobehavior at term age was assessed by the behavior subscale of the Hammersmith Neonatal Neurological Examination (HNNE) using dichotomic rating, optimal, and non-optimal. The Griffiths Mental Developmental Scales (GMDS) at 2 years, and the Wechsler Intelligence Scales at 6.5 years, and a Neuropsychological Assessment at 6.5 years were used to assess neurodevelopment and neurocognitive performance including social cognition skills.Results: An optimal auditory orientation at term age was associated with better developmental quotients (DQ) in Personal–Social, and Hearing–Language GMDS subscale at 2 years (p < 0.05). An optimal visual alertness was associated with better Total (p < 0.01), Locomotor (p < 0.001), and Eye–Hand Coordination (p < 0.01) DQs at 2 years, and with sensorimotor function (p < 0.001) and social perception (p < 0.01) tests at 6.5 years.Conclusion: The neurobehavioral characteristics of newborns might serve as a precursor of social cognition skills and the HNNE behavior subscale offers a tool to identify infants at risk for later deficits in neurodevelopment and social cognition.

Highlights

Preterm-born children (EPT) are at high risk for sensorimotor, language, and visuocognitive impairments, deficits in attention and executive function, and poor academic achievement (Geldof et al, 2012; Johnson and Marlow, 2014)
Our aims were to determine whether the neurobehavioral performance of Extremely preterm-born children (EPT) infants, reflecting the higher-order functioning and regulatory capacities of neonates, may be used to predict later neurocognitive outcome and social cognition skills, and to identify in clinical routine the infants who are at a neurodevelopmental risk
We were able to show that visual alertness is associated with visual cognitive development, and with the development of social cognition skills

Summary

Introduction

Preterm-born children (EPT) are at high risk for sensorimotor, language, and visuocognitive impairments, deficits in attention and executive function, and poor academic achievement (Geldof et al, 2012; Johnson and Marlow, 2014). A rarely investigated domain in preterm cohorts, consists of the mental processes used to assess and interpret both verbal and non-verbal social cues such as facial expressions and body movements to understand others in social interaction (Wocadlo and Rieger, 2006; Williamson and Jakobson, 2014; Taylor, 2020). These abilities are essential for flexible adaptation to variable social contexts and demands and have been suggested to play an important role in social development (Williamson and Jakobson, 2014). There is a need for sensitive, reliable, and noninvasive instruments suitable for clinical routine to identify children at-risk

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