Poster Discussion Abstracts
Aims & Objectives:
In the discussion of pediatric intensive care outcomes, identifying and addressing morbidity is of growing concern. Both medical and scholastic assessments provide insight into outcomes for survivors of acute events and treatment.
The objective of this study was to investigate the utilization of developmental testing, incidence of learning-related diagnoses, and necessity for education accommodations within a population- based pediatric ICU cohort as compared to a control matched peer group.
This study focused on a population-based cohort served by one pediatric ICU. Clinical charts provided information about intensive care hospitalization, and school records provided insight into assessment for developmental delay, attention deficit hyperactivity disorder (ADHD), learning disability, and individualized education planning.
A total of 9,441 children are included in the birth cohort used for the current report. During 61,770 person-years of follow-up, 268 children required first-time ICU admission before the age of 4 years. Another 268 children were identified as matched without ICU experiences.
Within the population, learning disabilities were more common in the ICU cohort (ICU patients, control patients, hazard ratio, p-value)(16, 4, 4.41, 0.01), as was ADHD (34, 28, 1.35, 0.24). Among ICU patients, with learning disability, 6/16 (38%) had required invasive mechanical ventilation; among those with ADHD 11/34 (32%) received invasive mechanical ventilation.
This is the first report of population-based incidence of developmental diagnoses in pediatric intensive care patients compared to age matched controls. Initial findings highlight need for further study into the multidimensional impact of early age critical illness.