Abstract #2565

Longitudinal Changes in BOLD Variability and Functional Connectivity from Newborn to School-Age in Very Preterm Children

Andrew Boehringer¹, Joana Sa de Almeida^1,2, Lara Lordier¹, Manon Durand-Ruel¹, Serafeim Loukas¹, Dimitri Van De Ville³, and Petra S. Hüppi¹

¹Division of Development and Growth, Department of Pediatrics,University Hospitals of Geneva, University of Geneva, Geneva, Switzerland, ²2. Developmental Imaging, Murdoch Children’s Research Institute, Melbourne, Australia, ³Neuro-X Institute, Ecole Polytechnique Fédérale de Lausanne (EPFL), Lausanne, Switzerland

Synopsis

Keywords: Neuro, fMRI (resting state), Development, Preterm

Motivation: BOLD-variability predicts cognitive performance (Protzner et al. 2013, Garret et al. 2011), thus may be relevant for studying high-risk populations like preterm infants.

Goal(s): This study assesses how RS-fMRI regional BOLD-variability changes from newborn to school-age both longitudinally and cross-sectionally in preterm children compared with full-term controls.

Approach: MRI was acquired in 55 very preterm and 27 full-term infants at term-equivalent age, and 14 very preterm and 20 full-term school-age children, of which 11 very preterm and 9 full-term children had longitudinal MRI.

Results: Significant increases in BOLD-variability were observed in attention and default mode networks in preterm children, linked to cognitive performance.

Impact: Compared to full-term (FT) infants, BOLD-variability is decreased in very preterm (VPT) infants at term-equivalent-age (TEA). It increases from TEA until school-age in VPT children, but not in FT peers. Overall BOLD-variability at school age links to cognitive performance.

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