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Neonatal Med > Volume 25(4); 2018 > Article
Neonatal Medicine 2018;25(4):178-185.
DOI:    Published online November 30, 2018.
The Bayley-III Adaptive Behavior and Social-Emotional Scales as Important Predictors of Later School-Age Outcomes of Children Born Preterm
Jungha Yun1, Ee-Kyung Kim1,2, Seung Han Shin1,2, Han-Suk Kim1,2, Jin A Lee2, Eun Sun Kim3, Hye Jeong Jin1
1Department of Pediatrics, Seoul National University Children’s Hospital, Seoul National University College of Medicine, Seoul, Korea
2Department of Pediatrics, Seoul National University College of Medicine, Seoul, Korea
3Department of Pediatrics, Kangwon National University School of Medicine, Chuncheon, Korea
Corresponding author:  Ee-Kyung Kim, Tel: +82-2-2072-3628, Fax: +82-2-743-3455, 
Received: 24 July 2018   • Revised: 16 October 2018   • Accepted: 21 October 2018
We aim to assess the Bayley Scales of Infant and Toddler Development, third edition (Bayley-III), Adaptive Behavior (AB) and Social-Emotional (SE) scales at 18 to 24 months of corrected age (CA) to examine their associations with school-age cognitive and behavioral outcomes in children born preterm.
Eighty-eight infants born with a very low birth weight (<1,500 g) or a gestational age of less than 32 weeks who were admitted to the neonatal intensive care unit from 2008 to 2009 were included. Of the 88 children who completed school-age tests at 6 to 8 years of age, 37 were assessed using the Bayley-III, including the AB and SE scales, at 18 to 24 months of CA. Correlation, cross-tabulation, and receiver operating characteristic analyses were performed to assess the longitudinal associations.
A significant association was observed between communication scores on the Bayley-III AB scale at 18 to 24 months of CA and the Korean version of the Wechsler Intelligence Scale for Children (K-WISC) full-scale intelligence quotient (FSIQ) at school age (r=0.531). The total behavior problem scores of the Korean version of the Child Behavior Checklist (K-CBCL) at school age were significantly negatively related to the Bayley-III SE and AB scales but not to the cognitive, language, or motor scales.
Our findings encourage AB and SE assessments during the toddler stage and have important implications for the early identification of children in need of intervention and the establishment of guidelines for follow-up with high-risk infants.
Key Words: Bayley-III, Social-emotional, Adaptive behavior, Preterm, School-age follow-up
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