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4th International Conference on Pediatrics and Pediatric Emergency Medicine

Atlanta, USA

Shasha Bai

Shasha Bai

University of Arkansas for Medical Sciences and Baylor College of Medicine, USA

Title: Transient newborn hypoglycemia and fourth-grade achievement test proficiency: Association and nomograms
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Biography

Biography: Shasha Bai

Abstract

Prolonged neonatal hypoglycemia is associated with poor long-term neurocognitive function. However, it is unclear if early transient newborn hypoglycemia is associated with cognitive impairment. The purpose of the study was to determine if early transient hypoglycemia (a single initial low glucose concentration, followed by a second value above a cutoff) is associated with subsequent poor academic performance. The population consists of a single-center cohort of 1,395 infants born between January 1 and December 31, 1998, at the University of Arkansas for Medical Sciences, who had at least 1 recorded glucose concentration (a universal newborn glucose screening policy was in effect). Medical record data from newborns with normoglycemia or transient hypoglycemia were matched with their student achievement test scores in 2008 from the Arkansas Department of Education and anonymized. Logistic models predicting fourth-grade literacy and math proficiency were developed using initial glucose levels, after controlling for perinatal factors, socioeconomic status and maternal education. We examined the relationship using common hypoglycemia cutoffs (35, 40, and 45 mg/dL). Nomograms, which are graphical representations of logistic regression models, were then developed. Results suggested that, after controlling for gestational age group, race, sex, multifetal gestation, socioeconomic status, maternal educational level and gravidity, transient hypoglycemia was significantly associated with decreased probability of proficiency on literacy and mathematics fourth-grade achievement tests. We will also demonstrate the easiness and usefulness of nomograms in facilitating the clinical prediction of an outcome based on the independent contribution of covariates.


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