415 Parents' Evaluation of Developmental Status (PEDS:DM) and the Parenting Relationship in Children Born very Preterm

Abstract

Background/aim Differences in parenting children born very-preterm (VPT =2SD in >=2 domains-gross/fine motor, receptive/ expressive language, social-emotional and self-help using Parent Evaluations of Developmental Status-Developmental Milestones-(PEDS:DM)-Assessment-Level) and parenting-relationship (score ->=1SD in >=1 domain-attachment, involvement, discipline-practices, parenting confidence and relational frustration assessed by the Parenting Relationship Questionnaire). Outcomes are for the total cohort and by age-group, adjusted for psychosocial-risk (>=4/11 risks on Brigance Observations of Psychosocial- Risk Scale). Results Cohort data is available on 165/192, 86% (2-years, N=80; 4-years, N=85) children which showed parenting a child with DD was associated with higher parenting-relationship problems for the total cohort (OR 3.2, 95%CI 1.5, 7.0, p<0.01) who experienced greater difficulties in attachment (OR 3.2, 95%CI 1.1, 10.3, p =0.04) and parenting confidence (OR 4.7, 95%CI, 2.1, 11.5, p<0.01) compared to the non-delayed group. Differences by age group were (2-year-group, attachment; OR 7.3, 95%CI 1.4, 37.0, p =0.02) and (4-year-group, parenting confidence; OR 16.0, 95%CI 4.4, 57.3, p<0.01) found. Conclusion Mothers of VPT children with DD may require additional parenting support; strengthening early attachment may impact latter parenting confidence in these families. Examining these findings in relation to child behavior and possible pathways for intervention is planned.