Effects of interdisciplinary early developmental intervention programs on behavior, executive functioning and participation in children born preterm: A systematic review with meta-analysis
In brief
Early intervention has little effect on special education needs after preterm birth
In a review of 26 studies, evidence from 2,315 preterm-born children suggests early developmental programs probably make little to no difference to special education needs. They may slightly improve maternal sensitivity and reduce behavioral problems in infancy, but evidence for most outcomes was uncertain, and no studies assessed quality of life or participation in mobility or leisure activities.
- Journal
- Early human development (Q1)
- Published
- 26 September 2026
- Study design
- Systematic review / meta-analysis of RCTs
- Evidence level
- Level 1, High (CEBM 1a)
- Authors
- Leonie Schirle, Marie Babel, Jana-Susann Briem, Nina Gawehn, Heidrun Janka, Maria-Inti Metzendorf, et al.
- PMID
- 42822292
- DOI
- 10.1016/j.earlhumdev.2026.106675
Why clinicians should know about it
- Picked for Neonatology (top studies of the week, 4 October 2026): Longitudinal cohort of PN‑associated cholestasis and linear growth mediation in
Abstract
AIM: To systematically evaluate evidence on the effects of post-discharge early developmental intervention programs (EI) on behavioral development, quality of life, participation, executive functioning, parent-child interaction, and use of medical services from infancy through adolescence in children born preterm. METHOD: Four bibliographic databases and one trial registry were systematically searched for randomized controlled trials up to April 23, 2024. Two reviewers independently screened studies and extracted data. In clinically and methodologically comparable studies, random-effects meta-analysis was performed. Risk of bias was assessed with the Cochrane RoB 2 tool, and certainty of evidence with the GRADE approach. RESULTS: Twenty-six studies met inclusion criteria, eleven studies including 2315 preterm born infants reported relevant outcomes, and seven contributed to meta-analyses. Most reported results showed some concerns or high risk of bias; certainty of evidence ranged from very low to moderate across outcomes. EI probably has little to no effect on special educational needs (moderate-certainty). EI may slightly increase maternal sensitivity and may slightly reduce behavioral problems in infancy (low-certainty). There is very low-certainty evidence on attention, language skills, executive functioning, and use of medical services. No studies evaluated the effect on ADHD, quality of life, or participation related to mobility or leisure activities. INTERPRETATION: EI may improve some outcomes in preterm children, but evidence for most outcomes remains uncertain. High-quality, contemporary trials are needed to establish reliable clinical recommendations regarding EI strategies and complementary interventions throughout childhood.
Abstract as published, via PubMed.
For healthcare professionals. The summary is generated by AI from the published abstract, and the evidence level is assigned automatically from the study design on the Oxford CEBM hierarchy. Neither is medical advice. Read the full paper before changing practice.