INS NYC 2024 Program

Poster	Poster Session 10 Program Schedule 02/17/2024 09:00 am - 10:15 am Room: Majestic Complex (Posters 61-120) Poster Session 10: Neurodevelopmental \| Congenital Conditions Final Abstract #91 Apgar Scores and Maternal Education: Interplay and Impacts on Cognitive and Behavioral Development in Young Children Shantal Taveras, The Graduate Center, CUNY, New York, United States Veronica Hinton, Queens College, CUNY, Queens, United States Yoko Nomura, Queens College, CUNY, Queens, United States Category: Prenatal/Perinatal Factors/Prematurity Keyword 1: child development (normal) Keyword 2: prenatal factors Objective: This study aims to investigate the joint influence of Apgar scores and maternal education during the perinatal period on cognitive and behavioral development in young children. Specifically, we seek to determine whether two known developmental risk factors—poor health status at birth (as measured by low Apgar scores) and low maternal education (an oft-used proxy for socioeconomic status)—interact synergistically magnifying detrimental impact on intellectual and executive functioning in children. Participants and Methods: The study leverages data from the ongoing Stress in Pregnancy (SIP) longitudinal study, which follows a diverse cohort of mother-child dyads recruited during the second trimester from two New York metropolitan prenatal clinics. Demographic, birth outcome, and perinatal history data were collected, including Apgar scores at 1 and 5 minutes after birth. From the subsample of 178 child/mother dyads, child neuropsychological functioning was assessed using the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III) between 4 and 6 years old and the Behavior Assessment System for Children (BASC-2) Parent Rating Scales between 2 and 4 years old. In order to evaluate the trajectory of the neurodevelopment instead of the snapshots of outcomes at certain age points, generalized estimating equations (GEE) were employed, while considering the interrelation between neuropsychological and behavioral measures. Results: Regarding cognitive function, higher Apgar scores at 5 minutes were independently associated with higher Full-Scale IQ (FSIQ) (p = .006). Analysis of specific IQ domains revealed that verbal comprehension, visuospatial, fluid reasoning, and working memory were all significantly associated with Apgar scores at 5 minutes (all p < .005). Maternal education level did not have notable influence on the FSIQ. However, education level was significantly associated with verbal comprehension and visuospatial skills (all p < .05). On the BASC, Apgar scores at 5 minutes were inversely associated with the Behavioral Symptoms Index (p < .001), externalizing, and internalizing behavior categories (p < .001). Maternal education level also associated with the Behavioral Symptoms Index and externalizing behavior (p < .001). Notably, interactions between Apgar scores and maternal education were highly significant for all these variables (p < .001), providing evidence for synergistic adverse influence on behavioral outcomes in young children. Conclusions: The developmental significance of neonatal health, as reflected by Apgar scores, and child environmental exposures, as estimated by maternal education, in predicting later cognitive and behavioral outcomes is highlighted. The autonomy of Apgar scores in predicting IQ, WPPSI-III indices, and primary BASC-2 composites underscores their significant role as early markers of developmental vulnerabilities. The negative contribution of low maternal education was more specific, having significant effects on select cognitive and behavioral domains. Most notably, the interaction of low Apgar and low maternal education was profound in predicting adverse cognitive and behavioral development. The findings add to our understanding of synergistic, greater than additive, developmental vulnerabilities with increasing numbers of risk factors. By unraveling the intricate dynamics between neonatal physical health and socioeconomic contexts, this study advances our comprehension of the multifaceted factors underpinning cognitive and behavioral trajectories in children.

Poster

02/17/2024
09:00 am - 10:15 am
Room: Majestic Complex (Posters 61-120)

Poster Session 10: Neurodevelopmental | Congenital Conditions

Final Abstract #91

Apgar Scores and Maternal Education: Interplay and Impacts on Cognitive and Behavioral Development in Young Children

Shantal Taveras, The Graduate Center, CUNY, New York, United States
Veronica Hinton, Queens College, CUNY, Queens, United States
Yoko Nomura, Queens College, CUNY, Queens, United States

Category: Prenatal/Perinatal Factors/Prematurity

Keyword 1: child development (normal)
Keyword 2: prenatal factors

Objective:

This study aims to investigate the joint influence of Apgar scores and maternal education during the perinatal period on cognitive and behavioral development in young children. Specifically, we seek to determine whether two known developmental risk factors—poor health status at birth (as measured by low Apgar scores) and low maternal education (an oft-used proxy for socioeconomic status)—interact synergistically magnifying detrimental impact on intellectual and executive functioning in children.

Participants and Methods:

The study leverages data from the ongoing Stress in Pregnancy (SIP) longitudinal study, which follows a diverse cohort of mother-child dyads recruited during the second trimester from two New York metropolitan prenatal clinics. Demographic, birth outcome, and perinatal history data were collected, including Apgar scores at 1 and 5 minutes after birth. From the subsample of 178 child/mother dyads, child neuropsychological functioning was assessed using the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III) between 4 and 6 years old and the Behavior Assessment System for Children (BASC-2) Parent Rating Scales between 2 and 4 years old. In order to evaluate the trajectory of the neurodevelopment instead of the snapshots of outcomes at certain age points, generalized estimating equations (GEE) were employed, while considering the interrelation between neuropsychological and behavioral measures.

Results:

Regarding cognitive function, higher Apgar scores at 5 minutes were independently associated with higher Full-Scale IQ (FSIQ) (p = .006). Analysis of specific IQ domains revealed that verbal comprehension, visuospatial, fluid reasoning, and working memory were all significantly associated with Apgar scores at 5 minutes (all p < .005). Maternal education level did not have notable influence on the FSIQ. However, education level was significantly associated with verbal comprehension and visuospatial skills (all p < .05). On the BASC, Apgar scores at 5 minutes were inversely associated with the Behavioral Symptoms Index (p < .001), externalizing, and internalizing behavior categories (p < .001). Maternal education level also associated with the Behavioral Symptoms Index and externalizing behavior (p < .001). Notably, interactions between Apgar scores and maternal education were highly significant for all these variables (p < .001), providing evidence for synergistic adverse influence on behavioral outcomes in young children.

Conclusions:

The developmental significance of neonatal health, as reflected by Apgar scores, and child environmental exposures, as estimated by maternal education, in predicting later cognitive and behavioral outcomes is highlighted. The autonomy of Apgar scores in predicting IQ, WPPSI-III indices, and primary BASC-2 composites underscores their significant role as early markers of developmental vulnerabilities. The negative contribution of low maternal education was more specific, having significant effects on select cognitive and behavioral domains. Most notably, the interaction of low Apgar and low maternal education was profound in predicting adverse cognitive and behavioral development. The findings add to our understanding of synergistic, greater than additive, developmental vulnerabilities with increasing numbers of risk factors. By unraveling the intricate dynamics between neonatal physical health and socioeconomic contexts, this study advances our comprehension of the multifaceted factors underpinning cognitive and behavioral trajectories in children.