UA EPIBEL 11-15Y FU
Networks
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Variables
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This study aimed to provide a more comprehensive picture of the prevalence of autism spectrum disorder (ASD) in a geographic cohort of extremely preterm born adolescents by using established diagnostic instruments in addition to screening instruments. 53 participants passed a screening procedure with two screening instruments and a diagnostic evaluation with a semi-structured assessment and a parent interview.
Associated study
- Belgium
| Acronym | UA_EPIBEL |
|---|---|
| Name | Antwerp University EPIBEL |
| Study design | Cohort |
| Number of very preterm (VPT) and/or very low birthweight (VLBW) births included in cohort (live & still births) | 525 |
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Population
UA EPIBEL Cohort
During a 2-year period (January 1, 1999, to December 31, 2000), perinatal data of all inborn births with a GA between 22 and 26 completed weeks, ie, up to 26 weeks and 6 days' postmenstrual age, were collected in all perinatal centers in Belgium. During the same period, another 58 extremely preterm (EPT) infants with similar GA were admitted to the 19 centers after postnatal transfer within the first 24 hours. These outborn infants (16% of EPT infants admitted) are not included in additional analysis. Belgium has a population of ∼10 million people and nearly 115 000 annual births.
GA was defined as the best obstetric estimate using the information on the record form.
A standardized data set of 82 items, including demographic information about the mother and a large number of perinatal data until death, was used. Data were collected on all pregnancies with at least 1 fetus ≥22 weeks' GA showing signs of life at the onset of labor, resulting in a birth, death, or alive and whether admitted or not to the neonatal intensive care unit (NICU).
Full data collection was completed for all infants who were admitted to 1 of the 19 Belgian NICUs and for all infants who were still alive at the onset of labor in 14 of the 19 units. In the remaining 5 centers, data on nonadmitted neonates were not collected because of incomplete obstetric data or no access to the obstetric file.
Data Collection Event
UA EPIBEL 11Y-15Y FU
At 11-15 years of age, participants from the Flemish (Dutch-speaking) Flanders region were assessed. Neurosensory impairment was assessed (motor impairment, cerebral palsy, visual impairment and auditory impairment).
Autism symptoms were evaluated using the Social Communication Questionnaire (SCQ) and Social Responsiveness Scale (SRS). Autism diagnoses were obtained using Autism Diagnostic Observation Schedule (ADOS) and the Autism Diagnostic Interview-Revised (ADI-R), along with questions about pre-existing clinical autism diagnoses.
The Weschler Intelligence Scale for Children Third Edition (WISC-III) was used to assess cognitive function (the Similarities, Picture Concepts, Block Design, and Vocabulary subscales were used to calculate an IQ score). Language development was assessed using the Dutch version of the Clinical Evaluation of Language Fundamentals (CELF-IV-NL).
Behavior was assessed using the ASEBA parent, teacher and self-report forms: Child Behavior Checklist (CBCL), Teacher Report Form (TRF), and Youth Self Report form (YSR). The Disruptive Behavior Disorders Rating Scales (DBDRS), and Vragenlijst voor gedragsproblemen bij kinderen 6-16 jaar (VvGK) were also completed. A questionnaire was also completed on medical and psychological diagnosis and treatment history, and academic achievement.
Autism symptoms were evaluated using the Social Communication Questionnaire (SCQ) and Social Responsiveness Scale (SRS). Autism diagnoses were obtained using Autism Diagnostic Observation Schedule (ADOS) and the Autism Diagnostic Interview-Revised (ADI-R), along with questions about pre-existing clinical autism diagnoses.
The Weschler Intelligence Scale for Children Third Edition (WISC-III) was used to assess cognitive function (the Similarities, Picture Concepts, Block Design, and Vocabulary subscales were used to calculate an IQ score). Language development was assessed using the Dutch version of the Clinical Evaluation of Language Fundamentals (CELF-IV-NL).
Behavior was assessed using the ASEBA parent, teacher and self-report forms: Child Behavior Checklist (CBCL), Teacher Report Form (TRF), and Youth Self Report form (YSR). The Disruptive Behavior Disorders Rating Scales (DBDRS), and Vragenlijst voor gedragsproblemen bij kinderen 6-16 jaar (VvGK) were also completed. A questionnaire was also completed on medical and psychological diagnosis and treatment history, and academic achievement.