Cognitive Delays in Children Who Were Born Preterm

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Introduction

The purpose of this paper is to present a review of a quantitative study that focuses on analyzing cognitive delays in children who were born preterm. The lack of formation of individual systems is a cause that can lead to disorders in newborns and their subsequent impaired development. Among the issues addressed are: identifying information, design and methods, interpretation of findings, writing quality, and value of the study.

Identifying Information

The article Preterm “Neuroimaging and School-Age Cognitive Outcomes” was written by Hintz et al. (2018) and was published under the patronage of the American Academy of Pediatrics based in Itasca, Illinois. All the contributing authors are representatives of pediatric schools at medical centers and universities in different states. The purpose of the study is to relate the performance of cranial ultrasound and MRI tests in infants who were born preterm with the parameters of their cognitive development and potential impairments. This prospective study addresses the problem of possible disorders in children in early school age as a result of problems at birth. As an analytical approach, the authors use the stepwise logistic regression model to analyze the interactions between neonatal factors and further developmental outcomes with a focus on cognitive function.

Design and Methods

The research under consideration includes a quantitative prospective study based on the assessment of 386 preterm newborns. This principle complements the existing research on this topic and expands the available theoretical base by involving not only MRI tests but also cranial ultrasound diagnostics. The information obtained from the assessment of the images of brain activity and data on infants’ health makes the proposed method feasible and contributes to obtaining objective information on the cognitive principles of development. The feasibility of the proposed approach to research is objective since complex and multitasking procedures are not required for data collection, and standard equipment for monitoring brain activity is used. This method provides information that helps answer the research question about the prevalence and manifestations of cognitive impairment in preterm infants due to accurate test data with confirmed transcript results. In terms of validity, the method is relevant because the testing algorithms used are common procedures. The limitations are minor and are caused by potentially fuzzy data from the tests, but the authors overcome them by using a large sample and a combination of clinical analysis principles.

The limitations described may affect the ability to use the authors’ findings to answer the posed research question. For instance, as a goal, the researchers determine the effect of brain activity in infants who were born preterm through two types of clinical testing, and if data are inaccurate, the information may be distorted. Nonetheless, the body of testing allows assessing the key trends and drawing conclusions regarding the dominant effects on cognitive development in older children. The authors confirm that the study was approved by the institutional review boards of all the centers involved in the study, and no ethical considerations were violated in the collection and interpretation of data.

Interpretation of Findings

In the study in question, the authors find the cause expressed in cognitive delays in preterm infants and the implications of disorders at an older age. Initially, the correlation between the two variables was not the focus of the study, and through thorough testing, real data were found and discussed. Concerning the alternative interpretations of the findings, additional conclusions may be drawn from the information provided. According to the authors, late clinical testing, including MRI tests and cranial ultrasound diagnostics, are prerequisites for the development of cognitive disorders in children. Consequently, the study confirms that the earlier appropriate tests are carried out, the higher are the chances of identifying a tendency to impairments and taking measures to prevent them. The outcomes cannot be called generalizable since the quantitative results provide clear data that apply to a specific research area. The authors note that at preschool age, about 15% of children who were born preterm have confirmed cognitive impairments. This information may be utilized as a warning and background for the pediatric and functional diagnostics areas, but the data cannot be applied to other populations or situations due to the limits of research tools.

Writing Quality, Clarity, & Style, and the Organization of Information of the Article

Since the study is the work of pediatric authors, it reflects the genre of this medical field and includes appropriate terminology. In addition, the detail of the article is high since the researchers utilize both narrow-profile theoretical concepts and accurate digital outcomes. One can probably find some gaps in the description of the sample because, in addition to the age and the number of participants involved, no additional data are provided. More criteria for assessment, including infant gender or ethnic background, could make the study more comprehensive. However, the authors present all the collected information in a logical sequence and adhere to the basic structure of academic research by identifying objectives, applying specific methodological tools, and interpreting the results obtained. The authors involved have a professional background in the field in question, and the positions and points of view proposed may be considered objective as they are complemented by relevant findings. Consequently, individual bias is not characteristic of this study, although the aforementioned gap in the categorization of participants could help make the work more detailed.

The Value of the Study

The problem raised by the authors in the study under consideration is significant given implications for pediatricians and correctional specialists involved in working with children. The factor of preterm birth may be a criterion affecting children’s cognitive development, and the researchers note health risks and specific findings obtained due to clinical tests. From the perspective of contribution to the advancement of knowledge on the given topic, the study includes objectively collected data that may be applied as a background for further work on this theme. In addition, the role of MRI tests and cranial ultrasound diagnostics is seen as essential in determining the preconditions for the development of cognitive impairments. From a theoretical perspective, the researchers offer valuable insights into how specific tests can help identify cognitive development problems in infants who were born preterm. Finally, from a practical standpoint, the article can serve as a basis for evaluating the potential use of MRI technology and cranial ultrasound diagnostics in assessing the development of children’s cognitive skills.

Conclusion

The purpose of this paper was to present a review of a quantitative article researching the prerequisites for cognitive delays in children who were born preterm. Among the issues addressed were identifying information, design and methods, interpretation of findings, writing quality, and value of the study. The results of clinical tests prove that the proposed criterion is a risk factor, and diagnosis at an earlier stage is a significant intervention. The article contains objective and unbiased conclusions, and the findings contribute to the advancement of knowledge on the topic. From practical and theoretical perspectives, the study may be used as a background for further research on the development of cognitive disorders in children who were born preterm and the role of relevant clinical analyses.

Reference

Hintz, S. R., Vohr, B. R., Bann, C. M., Taylor, H. G., Das, A., Gustafson, K. E.,… & Higgins, R. D. (2018). Preterm neuroimaging and school-age cognitive outcomes. Pediatrics, 142(1), e20174058.

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