The effect of sequential, comprehensive, preventive intervention on the development of premature infants′ intelligence

Abstract

Objective To explore the effect of sequential and comprehensive preventative measures on the development of premature infants′ intelligence. Methods A cohort of 120 premature infants was randomly divided into an observation group and a control group, each of 60. Both groups were given routine premature infant care, but the observation group was additionally provided with sequential and comprehensive preventive intervention. It included neonatal screening, inpatient-outpatient link-up, and their parents′ watching CDs explaining early childhood education and health education. All of the infants were followed up from birth to 3 years old. Their adaptive capacity, fine motor skills, language acquisition, gross motor skills and social communication were evaluated at 12, 24 and 36 months old using a child intelligence developmental scale for neurological development. Development intelligence quotients (DQs) were calculated and compared. Results After 12 months, significant inter-group differences were observed in adaptability and fine motor control. At 24 and 36 months old there were also significant differences in language skills. At one, two and 3 years old the average DQ of the observation group was significantly higher than that of the control group. Significant within-group differences in average DQ were observed in both groups between 1 and 2 years old, but not between 2 and 3. Conclusion Intervention within two years after birth is critical for premature infants. Timely, sequential, integrated, preventive intervention can promote the development of intelligence and better life quality for premature infants. Key words: Premature infants; Preventative intervention; Intellectual development; Parent education