Cognitive assessment of very preterm school-age children by chronological vs. corrected age

  1. Yolanda Sánchez-Sandoval 1
  2. Agustina Lambrisca 1
  3. Isabel Benavente-Fernández 1
  4. Laura Lacalle 1
  5. Melissa L. Martínez-Shaw 1
  1. 1 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

Journal:
Psicología educativa

ISSN: 1135-755X

Year of publication: 2025

Volume: 31

Issue: 1

Pages: 29-36

Type: Article

DOI: 10.5093/PSED2025A4 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psicología educativa

Abstract

Los niños nacidos prematuramente (≤ 37 semanas) tienen un mayor riesgo de desarrollar problemas cognitivos y obtienen puntuaciones más bajas en la evaluación cognitiva que los nacidos a término. El objetivo del estudio ha sido analizar el efecto de la corrección por prematuridad en las puntuaciones de CI en niños nacidos prematuramente en edad escolar. Se evaluó a 153 niños españoles en edad escolar utilizando el WISC-V (CI a escala completa y todos los índices). La evaluación se volvió a puntuar en función de la edad corregida. Se utilizaron pruebas t para muestras relacionadas para analizar la diferencia en las puntuaciones medias de CI entre la edad corregida y la edad no corregida (cronológica). Se utilizaron puntuaciones del CI del WISC-V <70, <85 y <90 para definir el nivel de deterioro cognitivo. Las puntuaciones con edad corregida fueron significativamente mayores que las puntuaciones con edad cronológica, excepto para la velocidad de procesamiento. El porcentaje de niños cuyas puntuaciones podían clasificarse como extremadamente bajas no se vio afectado por la corrección. Es aconsejable, por tanto, cuando se evalúan las capacidades cognitivas, que se indique siempre si se ha utilizado o no la corrección por prematuridad, incluso a mayor edad, para evitar posibles sesgos en la interpretación de los resultados.

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