| Summary: | 碩士 === 國立成功大學 === 職能治療學系碩博士班 === 101 === Improvement in medical and neonatal care had resulted in increased survival rate for children born with very low birth weight (VLBW). Studies revealed that the VLBW children without major disability have more behavioral, cognitive, motor or social problems than full-term born children. Children engage in many academic and non-academic activities in school environment. School functional performance is defined as student`s participation and performance of non-academic school tasks. There was no study investigating the school functional performance of children born with very low birth weight. The aim of this study was to investigate the school functional performance and possible related factors of VLBW children at school age. We recruited 40 VLBW children (mean age 108.9 months, SD = 18.4) and 40 age- and sex-matched full term controls (mean age 110.4 months, SD = 19.7). All participants have normal development and intelligence. The School Function Assessment-Chinese version was used to assess school functional performances include participation, task supports and activity performances. Significant differences were found in overall participation, especially in classroom and playground. VLBW children significantly needed more task supports from their teachers, and their activity performances were significantly poorer than the controls. The major factors of school participation were parent stress level and socioeconomic status, classified as environment factors according to International Classification of Functioning, Disability and Health-Children and youth version. The findings of this study provide evidences that VLBW children had poorer long-term outcomes than their peers and affected their school participation. School intervention should focus on their participation, and also provide supports for parents of children with VLBW.
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