![]() ![]() While no prior studies have examined structural changes in NNS throughout a suck sample, prior work in the oral feeding literature suggests that nutritive sucking rate declines throughout a feed in full-term and preterm infants. We hypothesized that as burst number increases, there would be structural changes to the NNS in cycles per burst, amplitudes, and intra-burst frequencies and that these changes would results in a decline in NNS activity. Therefore, the goal of this study was to examine how infants’ NNS changes throughout a suck sample at 3-months of age. Furthermore, there is poor understanding of what is typical NNS beyond the neonatal period, particularly during a period of time where homeostasis has been established postpartum and the infant is becoming more self-regulated. It is clear that NNS is an important early clinical marker, yet there is no standardization of its measurement nor understanding of how NNS changes within a single suck sample. More specifically, neonatal NNS has been associated with total motor skills, balance, total intelligence, verbal intelligence, performance intelligence, and language at age five, with better neonatal NNS relating to higher test scores. In addition to indicating current brain function, emerging data is available linking neonatal NNS to subsequent neurodevelopment. Thus, early NNS patterning can serve as an early marker of neonatal brain function. Beyond clinical implications, NNS assessment is important as delays in NNS have been reported in approximately 35–48% of infants with different types of neonatal brain injury. While intact NNS is necessary for successful oral feeding, the task of oral feeding is a more complex task and the direct associations between NNS and oral feeding skills remains mixed in the literature. Establishing consistent and well patterned NNS is critical as NNS is a precursor to oral feeding development. Infant NNS is sensitive and adaptable and is therefore often used as a therapeutic target to enhance early clinical outcomes, such as growth, weight gain, maturation, state control and gastric motility. Infants born prematurely have reduced NNS patterning, as do infants who experience comorbidities, such as respiratory distress syndrome or small for gestational age. The NNS signal can also be altered if infants have different sensory experiences or sensory deprivations. Because of this specialized circuitry, NNS can be modified by sensory inputs, such as tactile and visual stimulation. NNS neural circuitry is highly adaptable to descending cortical inputs, as well as to mechanosensory inputs from the periphery. NNS physiology has a stereotypical burst-pause pattern, with an intra-burst frequency of 2 Hz and each burst containing 6–12 suck cycles. Infant suck begins in utero at approximately 15 weeks’ gestational age (GA) and is stable and well-patterned by 34 weeks’ GA. Please ensure that you comply strictly with this requirement at all times.Non-nutritive suck, or NNS, is a suck pattern characterized by the absence of nutrient delivery. The release of such recordings and/or copies to any other person could compromise the research programmes and the intellectual property which may arise from such research, or place the research, or staff or student safety at risk. Failure to do so could lead to allegations of breach of copyright which can result in costly litigation and financial penalties. Thus, the use of recording devices (including recorders, dictaphones and mobile phones, cameras and the like) should always be cleared prior to a lecture or seminar with the staff concerned. There are also copyright issues, which may arise from the copying of the work of others. The unauthorised release of information to third parties could place staff, other students and/or research programmes at risk. ![]() in a textbook or published article) information presented by staff should not be used for other purposes or made available to any other person. Except in cases where that information is already publicly available (e.g. The information presented in classes, laboratories and seminars is provided for your private study and research. ![]()
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