Carolyn Sawyer1, Julia Adrian2, Roger Bakeman3, Martha Fuller4, Natacha Akshoomoff5. 1. Department of Pediatrics, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0927, United States of America; Center for Human Development, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0115, United States of America. Electronic address: c2sawyer@health.ucsd.edu. 2. Center for Human Development, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0115, United States of America; Department of Cognitive Science, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093, United States of America. Electronic address: jadrian@ucsd.edu. 3. Department of Psychology, Georgia State University, Atlanta, GA 30303, United States of America. Electronic address: bakeman@gsu.edu. 4. Hahn School of Nursing and Health Science, University of San Diego, 5998 Alcalá Park, San Diego, CA 92110, United States of America. Electronic address: mfuller@sandiego.edu. 5. Center for Human Development, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0115, United States of America; Department of Psychiatry, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0603, United States of America. Electronic address: nakshoomoff@health.ucsd.edu.
Abstract
BACKGROUND: Children born preterm are at risk for difficulties in executive function (EF), however there are limited tools to assess EF in young children and it is not fully understood how these early deficits are related to emerging academic skills. AIMS: To examine (a) early EF differences in young children born preterm, (b) how a measure of behavioral self-regulation correlates with other measures of EF in children born preterm, and (c) how this measure relates to academic outcomes in children born preterm. STUDY DESIGN: Longitudinal cohort study. SUBJECTS: Thirty-three healthy children born preterm (25-32 weeks gestation) and 14 children born full term were assessed before starting kindergarten at age 5 and again at ages 6 and 7 years. OUTCOME MEASURES: Each assessment included a measure of behavioral self-regulation, the Head Toes Knees Shoulders task (HTKS), performance-based measures of EF, parent rating scales of EF and behavior problems, a measure of motor ability, and academic measures. RESULTS: Children born preterm performed worse on all measures of self-regulation, EF, parent-report, academic outcomes, and motor ability across time. The HTKS had weak to moderate correlations with parent-report and performance-based measures of EF, moderate to strong correlations with academic performance, and was not correlated with motor ability. CONCLUSION: This study shows the predictive value of early EF measures on functional academic outcomes and their potential as targets of effective interventions in this high-risk population.
BACKGROUND: Children born preterm are at risk for difficulties in executive function (EF), however there are limited tools to assess EF in young children and it is not fully understood how these early deficits are related to emerging academic skills. AIMS: To examine (a) early EF differences in young children born preterm, (b) how a measure of behavioral self-regulation correlates with other measures of EF in children born preterm, and (c) how this measure relates to academic outcomes in children born preterm. STUDY DESIGN: Longitudinal cohort study. SUBJECTS: Thirty-three healthy children born preterm (25-32 weeks gestation) and 14 children born full term were assessed before starting kindergarten at age 5 and again at ages 6 and 7 years. OUTCOME MEASURES: Each assessment included a measure of behavioral self-regulation, the Head Toes Knees Shoulders task (HTKS), performance-based measures of EF, parent rating scales of EF and behavior problems, a measure of motor ability, and academic measures. RESULTS: Children born preterm performed worse on all measures of self-regulation, EF, parent-report, academic outcomes, and motor ability across time. The HTKS had weak to moderate correlations with parent-report and performance-based measures of EF, moderate to strong correlations with academic performance, and was not correlated with motor ability. CONCLUSION: This study shows the predictive value of early EF measures on functional academic outcomes and their potential as targets of effective interventions in this high-risk population.
Authors: H Gerry Taylor; Nori Minich; Barbara Bangert; Pauline A Filipek; Maureen Hack Journal: J Int Neuropsychol Soc Date: 2004-11 Impact factor: 2.892
Authors: Alice C Burnett; Peter J Anderson; Katherine J Lee; Gehan Roberts; Lex W Doyle; Jeanie L Y Cheong Journal: Pediatrics Date: 2017-12-01 Impact factor: 7.124