Communication outcomes of preterm children: prevalence description and intervention. (2004–2008)

Premature birth places children at risk of major disability yet the majority of children are considered neurologically normal and disability free. However in follow-up studies at school age preterm children are found to have lower verbal and nonverbal abilities that affects their academic and social development. Preterm children are six times more likely to require special educational support. This investigation will examine the communication skills cognitive processes and academic progress of children born preterm. The findings will provide an evidence base for decisions about monitoring and intervention of preterm infants at greater risk for poorer speech-language and academic outcomes.
Grant type:
ARC Discovery Projects
  • Head of School
    School of Clinical Medicine
    Faculty of Medicine
    Affiliate Professor
    UQ Centre for Clinical Research
    Faculty of Medicine
Funded by:
Australian Research Council