Harmon, HeidiTaylor, H. GerryMinich, NoriWilson-Costello, DeanneHack, Maureen2017-05-182017-05-182015-09Harmon, H., Taylor, H. G., Minich, N., Wilson-Costello, D., & Hack, M. (2015). Early school outcomes for extremely preterm infants with transient neurological abnormalities. Developmental Medicine and Child Neurology, 57(9), 865–871. http://doi.org/10.1111/dmcn.12811https://hdl.handle.net/1805/12617AIM: To determine if transient neurological abnormalities (TNA) at 9 months corrected age predict cognitive, behavioral, and motor outcomes at 6 years of age in extremely preterm infants. METHOD: A cohort of 124 extremely preterm infants (mean gestational age 25.5wks; 55 males, 69 females), admitted to our unit between 2001 and 2003, were classified based on the Amiel-Tison Neurological Assessment at 9 months and 20 months corrected age as having TNA (n=17), normal neurological assessment (n=89), or neurologically abnormal assessment (n=18). The children were assessed at a mean age of 5 years 11 months (SD 4mo) on cognition, academic achievement, motor ability, and behavior. RESULTS: Compared with children with a normal neurological assessment, children with TNA had higher postnatal exposure to steroids (35% vs 9%) and lower adjusted mean scores on spatial relations (84 [standard error {SE} 5] vs 98 [SE 2]), visual matching (79 [SE 5] vs 91 [SE 2]), letter-word identification (97 [SE 4] vs 108 [SE 1]), and spelling (76 [SE 4] vs 96 [SE 2]) (all p<0.05). INTERPRETATION: Despite a normalized neurological assessment, extremely preterm children with a history TNA are at higher risk for lower cognitive and academic skills than those with normal neurological findings during their first year of school.en-USPublisher PolicyCognition DisordersInfant, Extremely PrematureNervous System DiseasesPsychomotor DisordersArticle