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Cognitive and motor outcomes of cocaine-exposed infants
Authors:Singer Lynn T  Arendt Robert  Minnes Sonia  Farkas Kathleen  Salvator Ann  Kirchner H Lester  Kliegman Robert
Affiliation:Department of Pediatrics (Drs Singer, Arendt, Minnes, and Kirchner and Ms Salvator), School of Medicine, the Mandel School of Applied Social Sciences (Dr Farkas), Case Western Reserve University, Cleveland, Ohio; and the Medical College of Wisconsin, Milwaukee (Dr Kliegman).
Abstract:Context  Maternal use of cocaine during pregnancy remains a significant public health problem, particularly in urban areas of the United States and among women of low socioeconomic status. Few longitudinal studies have examined cocaine-exposed infants, however, and findings are contradictory because of methodologic limitations. Objective  To assess the effects of prenatal cocaine exposure on child developmental outcomes. Design  Longitudinal, prospective, masked, comparison birth cohort study with recruitment in 1994-1996. Setting  Obstetric unit of a large US urban teaching hospital. Participants  Four hundred fifteen consecutively enrolled infants (218 cocaine-exposed and 197 unexposed) identified from a high-risk, low–socioeconomic status, primarily black (80%) population screened through clinical interview and urine and meconium samples for drug use. The retention rate was 94% at 2 years of age. Main Outcome Measures  The Bayley Mental and Motor Scales of Infant Development, assessed at 6.5, 12, and 24 months of corrected age. Results  Controlled for confounding variables, cocaine exposure had significant effects on cognitive development, accounting for a 6-point deficit in Bayley Mental and Motor Scales of Infant Development scores at 2 years, with cocaine-exposed children twice as likely to have significant delay (mental development index <80) (odds ratio, 1.98; 95% confidence interval, 1.21-3.24; P = .006). For motor outcomes, there were no significant cocaine effects. Conclusions  Cocaine-exposed children had significant cognitive deficits and a doubling of the rate of developmental delay during the first 2 years of life. Because 2-year outcomes are predictive of later cognitive outcomes, it is possible that these children will continue to have learning difficulties at school age.
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