Khalid Al-Hathlol, Thekra Solaiman Al-Gholaiqa, Omar Majed Al-Obaid, Bishayer Al-Hathlol, Rafeef Ibrahim Al-Hajress, Abdullah Eid Abdulaal, Futun Abdulrahman Al-Joufi, Nada Faris Al-Hassan, Abdulaziz Gassam Al-Otaibi
JBRA Assist. Reprod. 2020; 24 (1):61-65
Received April 21, 2019
Accepted September 09, 2019
Abstract
Objective: To assess the impact of in vitro fertilization (IVF) on school performance and long-term outcomes in very preterm children aged 8-16 years.
Methods: Seventy-nine children born after IVF were compared with 79 randomly selected matched controls born after spontaneous conception (SC). Information was obtained from parents via a questionnaire administered through telephone interviews looking into school performance, including preschool education, repeated grades, extra lessons, special education needs, and learning difficulties; long-term status, including incidence of attention deficit hyperactivity disorder and autism; and family profile. Gross motor function was assessed against the gross motor function classification system based on information given by the subjects' families.
Results: Mothers of IVF children were more likely to have a high educational level than mothers of SC children. Moreover, a greater proportion of IVF children had received preschool education than SC children. After adjusting for potential confounders, there was no difference in the school performance or long-term outcomes between IVF and SC children.
Conclusion: In our study, the school performance and long-term outcomes of very preterm children born after IVF and of their spontaneously conceived peers were comparable. This information can help provide guidance to families and educators.
