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June 24-25, 2019 | Philadelphia, USA
Mental Health 2019 Journal of Mental Health and Aging | Volume 3
Page 22
PSYCHIATRY DISORDERS, MENTAL
HEALTH ANDWELLNESS
World Summit on
OF EXCELLENCE
IN INTERNATIONAL
MEETINGS
YEARS
OUTCOMES OF BEHAVIORAL, EMOTIONAL PROBLEMS AND ADAPTIVE BEHAVIOR IN
CHILDREN BORN PRETERMWITH VERY LOW BIRTHWEIGHT AT 4-5 YEARS AGE
Fabricia Signorelli Galeti 1,2
1 Mackenzie Presbyterian University, Brazil
2 Federal University of São Paulo, Brazil
Introduction: Every year 15 million babies are born prematurely, around the world. Prematurity and low weight is
important cause of mortality and morbidity.
Objectives: Compare the frequency of emotional/behavioral problems and adaptive behavior and associated fac-
tors in children born preterm and at term.
Methods: Cross-sectional study.
Inclusion Criteria: Children at 4-5 years born preterm (PT) with birth weight <1500g and children born at term (T).
Genetic syndromes, congenital malformation and severe motor, visual and hearing disabilities were excluded. Emo-
tional/behavioral problems were assessed by strengths and difficulties questionnaire (SDQ) and adaptive behavior
by vineland adaptive behavior scale (Vineland-II). Categorical variables were compared by X2 or Fisher’s test. Factors
associated with impairments were tested by linear regression. Statistical significance was set atp<0.05.
Results: Gestational age (weeks) and birth weight of 23PT and 22T children were 29.8±2.2 and 1236±185g and
39.5±1.3 and 3347±350g. Maternal age, socioeconomic level and education were similar in both groups. Children
with difficulties (PT% x T%): total SDQ (13 x 18, p=0.47), hyperactivity/inattention (52 x 27, p=0.080), conduct (26 x
18, p=0.39), emotional (30 x 23, p=0.56) and peer relationship (4 x 32, p=0.020). Delay in adaptive behavior: adaptive
behavior composite (48 x 18, p=0.035), communication (52 x 23, p=0.042), daily living skills (30 x 23, p=0.56), social-
ization (48 x 46, p=0.87), motor skills (30 x 18, p=0.34), fine motor skills (52 x 23, p=0.042). Maternal education <9
years was associated with scores (95% CI) of total SDQ (4.4, -0.5 to 9.2, p=0.075) conduct (1.3,-0.1to2.7,p=0.073) and
hyperactivity/inattention (4.2,1.6to6.8,p=0.002), daily living skills (-8.2, -16.2 to -0.27, p=0.043) and socialization (-5.5,
-11.9 to 0.9, p=0.089). Preterm birth was associated with peer relationship (-1.3 -2.3 to 0.2, p=0.020) and motor devel-
opment (- 7.0 -15.0 to 1.0), p=0.086). Malesex was associated with hyperactivity/inattention (2.4, 0.5 to 4.2, p=0.014),
communication (-7.2, -12.4 to -2.0, p=0.008) and socialization (-4.4, -8.9 to -0.1, p=0.055).
Conclusions: Emotional/behavioral and adaptive problems were more frequent in preterm than in term children and
were increased by low maternal education and male sex. Identification and early intervention may minimize squeal.
Fabricia Signorelli Galeti, J Ment Health Aging 2019, Volume 3
Fabricia Signorelli Galeti has 12 years of experience as a psychiatrist, specialized in childhood and adolescent psychiatry at State Uni-
versity of Campinas where she is currently a member of the Preschoolers Developmental Assessment Outpatients Clinic. She com-
pleted her Masters Degree in developmental disorders from Mackenzie Presbyterian University and Federal University of São Paulo
and she is currently a psychiatrist and researcher at the Autism Spectrum Disorder Clinic from Mackenzie Presbyterian University
and at the Preterms outpatients clinic at the Neonatal Division, Department of Pediatrics from the Federal University of SãoPaulo.
BIOGRAPHY