Cognitive, academic, and behavioral functioning in school-aged children born with esophageal atresia

Purpose: To characterize cognitive, academic, and behavioral functioning in children who underwent neonatal surgical repair of esophageal atresia (OA) and compare outcomes according to clinical char-acteristics (presence of additional congenital anomalies, longer hospitalization, and prematurity). Methods: Intellectual, language, attention, and executive functioning were assessed in 71 5-year-olds and 72 8-year-olds born with OA. At 8 years, memory and academic skills were also assessed. Parents rated children's executive functioning and behavior via questionnaires. Outcomes were compared to normative data and within subgroups of the sample. Results: Intellectual functioning varied depending on the assessment tool, with some evidence of lower than expected intellectual development in children with OA. At 5 years, children with OA showed age-appropriate language and self-regulation, but reduced verbal attention. At 8 years, the OA group had lower than expected sustained attention, divided attention, and mathematics but typical memory and literacy. Parents consistently reported increased working memory difficulties. Other executive functioning and behavioral symptoms were transiently observed. Findings did not consistently differ according to clinical characteristics. Conclusions: Children with OA may be at risk of transient and persisting cognitive difficulties, particularly in attention and working memory. Difficulties were not strongly associated with additional congenital anomalies, longer hospitalization, or prematurity. Level of Evidence: Level IV. Crown Copyright (c) 2021 Published by Elsevier Inc. All rights reserved.

Automated summary

Children with OA showed varying cognitive, language, and executive functioning, with some displaying lower than expected intellectual development. At 5 years, they exhibited age-appropriate language and self-regulation, but reduced attention. By 8 years, the OA group had lower sustained attention, divided attention, and mathematics skills, but typical memory and literacy. Parents consistently reported increased working memory difficulties, and other executive functioning and behavioral symptoms were transiently observed. Findings did not consistently differ according to clinical characteristics.