Executive function skills are associated with reading and parent-rated child function in children born prematurely.
Background: Preterm children are at risk for executive function (EF) problems, which have been linked to behavior and learning problems in full term children. In this study, we examine the relationship between EF and functional outcomes in preterm children.Aim: To evaluate (1) EF skills of 9- to 16-...
| Publicado en: | Early Human Development Vol. 88; no. 2; pp. 111 - 119 |
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| Autores principales: | , , , , , , , |
| Formato: | research Journal Article |
| Publicado: |
Elsevier B.V.
Feb2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104518273&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104518273 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03783782 3K7 jtl: Early Human Development issn: 03783782 maglogo: N pubinfo: dt: Feb2012 vid: 88 iid: 2 pid: 1004 pub: Elsevier B.V. artinfo: ui: 104518273 NLM21849240 2011455835 10.1016/j.earlhumdev.2011.07.018 NLM21849240 PMC3660611 104518273 ppf: 111 ppct: 8 formats: tig: atl: Executive function skills are associated with reading and parent-rated child function in children born prematurely. aug: au: Loe IM Lee ES Luna B Feldman HM Loe, Irene M Lee, Eliana S Luna, Beatriz Feldman, Heidi M affil: Division of Neonatal and Developmental Medicine, Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA, USA sug: subj: Infant, Premature Mental Processes Motor Skills Reading Adolescence Child Female Human Infant, Newborn Male Parent-Child Relations Parents Psychosocial Factors Study Design Adolescent: 13-18 years Child: 6-12 years Infant, Newborn: birth-1 month Female Male ab: Background: Preterm children are at risk for executive function (EF) problems, which have been linked to behavior and learning problems in full term children. In this study, we examine the relationship between EF and functional outcomes in preterm children.Aim: To evaluate (1) EF skills of 9- to 16-year-old children born across the spectrum of gestational age (GA), (2) relationship of degree of prematurity to EF skills, and (3) contributions of EF skills to two functional outcomes - reading scores and parent-rated child function.Method: Preterm children <36 weeks gestation (n=72) were compared to full term children (n=42) of similar age, gender and SES, on measures of EF, reading, and parent-ratings of child function. Multiple regression models evaluated contributions to EF skills and functional outcomes.Results: Compared to full term controls, preterm children had poorer EF performance on a complex planning and organization task and did not increase planning time as task difficulty increased. Their spatial memory capacity was not different. GA contributed to EF skills, but was mediated by IQ. EF contributed to the variance in reading skills but did not add to the variance in reading when IQ was considered. EF skills significantly contributed to the variance in parent-rated child function, but IQ did not.Conclusion: EF skills contribute to measures of functional outcome in this high-risk population. The use of EF skills as an early marker for learning and functional problems and as a target for intervention in children born preterm warrants future study. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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