Objective:

To examine whether developmental difficulties detected with the Five-to-Fifteen (FTF) questionnaire at age 5 are associated with subsequent requirements for school support services at ages 8 and 11 among children born very preterm.

Approach:

• Study Design: Participants were drawn from the prospective PIPARI Study, focusing on very preterm infants delivered at Turku University Hospital, Finland, between 2001 and 2006.
• Inclusion Criteria: Inclusion required parental completion of the FTF questionnaire at age 5 and teacher-reported information on school support services at age 8 and/or 11 years.
• Assessment Tools: The FTF questionnaire evaluates developmental profiles across multiple domains, while teacher questionnaires assess school support services.

Key Findings:

• Children born very preterm are at greater risk of difficulties in cognitive, social, and behavioral skills compared to full-term peers.
• Weak language abilities in very preterm children are associated with other cognitive and developmental difficulties.
• The study hypothesized that greater developmental difficulties at age 5 would correlate with a higher need for school support services at ages 8 and 11.

Interpretation:

Identifying very preterm-born children at risk of learning difficulties early is crucial for timely delivery of necessary school support services.

Limitations:

• Exclusion of families speaking languages other than Finnish or Swedish.
• Children with severe congenital anomalies or diagnosed syndromes affecting development were excluded.

Conclusion:

The study emphasizes the importance of early identification of developmental difficulties in very preterm children to facilitate appropriate educational support.

Sources:

• PIPARI Study