Perinatal risk factors, neurological soft signs and language in preschool

Abstract

Introduction: Perinatal risk factors are characteristics present that can occur in a period of 28 days before and 28 days after birth, which increases the possibility of structuring a development sequel. Soft neurological signs are indicators of minimal brain abnormalities or delay in brain maturation; both factors may contribute to the presence of language difficulties, still important detection and intervention. Objective: The aim of the investigation was to determine the relationship between risk factors, neurological soft signs and language in preschool. We evaluated to 22 preschool kindergartens from Xalapa, Veracruz, Mexico (11 female and 11 male) with a mean age of 5 years 8 months (SD ± 4 months). Material and methods: Observational, prospective, descriptive, tests were applied Language and Neurological Soft Signs of Neuropsychological Assessment of Children (ENI) and the Subscale Verbal of the Wechsler Preschool and Primary Scale of Intelligence in Spanish (WPPSI). By a medical history and hospital discharge data were documented perinatal risk factors, qualifying with CIMIGEN criteria. Results: Seven cases had low perinatal risk, nine medium risk, and six high risk. Eleven children had no language difficulties, four had severe difficulties, three moderate and four mild. We performed a Student’s T-test to compare the presence/absence of language difficulties with perinatal risk and neurological soft signs and one-way ANOVA to compare ENI-WPPSI scores with perinatal risk and soft neurological signs, with differences significant at p < 0.05 when comparing presence/absence of language difficulties with march, articulation and total neurological soft signs. Conclusions: Perinatal risk factors may determine the presence of neurological signs and language difficulties in the preschool years. Is essential the prevention and early detection of risk factors as well as early intervention in the presence of soft neurological signs in order to avoid structuring difficulties in learning pro cesses such as language.