| Objective The purposes of this study were to examine the influences of preterm on intelligence development and prevalence of behavioral problems among adolescents, and to provide with basis for taking corresponding measures to promote the development of cognition of adolescents who were born preterm and improve their quality of life.Methods The survey was conducted among 3 718 students of grade 7, 8 in one key and three common junior middle schools with a questionnaire including Conners Child Behavior Checklist (CCBC), the demographic characteristics of family, birth status of children (including history of preterm), maternal pregnancy status, et al, and 3 559 parents provided with full questionnaire.There were 257 children who were born preceding to the expected date of delivery more than 21 days. After consent from parents, 99 children born preterm were selected and 99 controls were matched according to the same sex, grade and age (the discrepancy less than 0.5 year), similar education backgrounds and occupations of parents with the cases. Among participants aged 11-16 years old, 46 pairs were female and 53 pairs were male; 56 pairs were from grade 7 and 43 pairs were from grade 8. The intelligenc quotients (IQ) of subjects were assessed with the Chinese Revised Wechsler Intelligence Scale for Child (C-WISC) under double blind situation which subjects and researcher knew nothing about the divided groups.of subjects According to the scale scores transformed from 11 subscales row scores, the verbal intelligence quotient (VIQ), performance intelligence (PIQ) and full intelligence quotient (FIQ) were gained. Thedifference of intelligence quotients between cases and controls was compared by using pair-t test, then the factors related to intelligence were analyzed using multiple regression model.The behavioral problems were rated with Conners Child Behavior Checklist (CCBC) for parents. CCBC was graded 0-3 score, and the scores including conduct problem, learning problem, psychosomatic disorder, impulsion-hyperactivity and index of hyperactivity were computed according to sex and age respectively. If a child's behavior factor score was more than the cut-off point ( x+2s) of norm, he was assessed having behavioral problem of the factor, and was confirmed as a case. The prevalence of six behavior factors and general behavioral problems was computed and compared between preterm and full term students, and distribution of behavioral problems in the demographic characteristics were analyzed such as age, sex, grade, only-child and not-only-child, et al. The influencing factors related to behavioral problems were analyzed with the univariable statistics method (x~2 -test) and multiple non-conditional logistic regression model.Results Children born premature had lower VIQ, PIQ and FIQ than the controls of full term in junior middle school. Among adolescents born preterm, only-children had higher 1Q than not-only-children, older children had lower VIQ than younger ones, while IQ had no significant difference between grade 7 and grade 8, or male and female. Univariable analysis showed that on the one hand family environments factors related to the intelligence level of children born premature were parental education background and occupations, age of mother, income of family, family type, parental education attitude and means, on the other hand the related materal gestational factors included vaginal bleeding in first trimester and second or third trimester, premature rupture of membranes and mode of delivery. Multiple regression analysis showed that risk factors for intelligence development of the junior middle school students born preterm were mother being younger, worse education background of father, being not-only-child,...
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