Executive function of children with extremely low birthweight: a case control study

Harvey, Jacqueline M; O’Callaghan, Michael; Mohay, Heather

doi:10.1111/j.1469-8749.1999.tb00605.x

Cited by 22 publications

(19 citation statements)

References 31 publications

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“…Repeated over time, this process could help to explain the social position of a child in the peer group: social isolation, lack of mutual friends, and victimization. Recent studies indicate that children born preterm without major motor, intellectual or sensory disabilities show a higher incidence of subtle deficits in executive function, perception, memory and attention at school age (Luoma et al 1998, Harvey et al 1999, Luciana et al 1999, Isaacs et al 2000, Aylward 2002). The effect of these cognitive function deficits on the way in which the child encodes, interprets, and responds in a social situation has not been documented in the field of prematurity.…”

Section: Discussionmentioning

confidence: 99%

Victimization: a newly recognized outcome of prematurity

Nadeau¹,

Tessier

Robaey

2004

Develop Med Child Neuro

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Victimization by peers affects 10 to 20% of school children under the age of 12 years. Physical, verbal, and psychological victimization (being pushed, hit, called names, teased, being the target of rumours, theft, extortion) is associated with short-and long-term adjustment problems, such as peer rejection, social withdrawal, low self-esteem, anxiety, loneliness, and depression, as well as academic problems and school drop-out. Research on populations of school children (primary and secondary) has associated victimization with personal risk factors (the victim's characteristics and behaviour) and interpersonal risk factors (social relationships between peers). Studies on the social adjustment of preterm children at school age show that, even in the absence of a major motor or cognitive disability, this population has several personal risk factors associated with victimization. The objective of this study was to compare the level of victimization experienced by a group of 96 seven-year-old children born extremely preterm (EP, < 29 weeks of gestation; 49 females) against that experienced by a group of 63 term children (34 females) matched for age and sex, maternal level of education, and family socioeconomic status. The children born EP had a mean gestational age of 27.3 weeks (SD 1.2) and a mean birthweight of 1001.1g (SD 223) and normal birthweight children had a mean gestational age of 39.5 weeks (SD 1.5) and a mean birthweight of 3468.7g (SD 431). Physical and verbal victimization were assessed in a school setting by peers with individual sociometric interviews (Modified Peer Nomination Inventory). After controlling for physical growth (height and weight) at the age of 7 years, the data indicate two independent effects: males were more victimized than females, and children born preterm experienced more verbal victimization by their peers than their term classmates, even when participants with a visible motor, intellectual, or sensory disability were excluded. Several hypotheses are presented to account for the higher incidence of verbal victimization of preterm children.

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Section: Discussionmentioning

confidence: 99%

Victimization: a newly recognized outcome of prematurity

Nadeau¹,

Tessier

Robaey

2004

Develop Med Child Neuro

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“…17 In reality, despite apparently exhibiting intellectual function within normal limits when submitted to standardized tests, children born prematurely are at increased risk of academic performance disabilities. [18][19][20][21][22][23][24][25][26][27][28][29][30] This risk appears to increase in line with reductions in birth weight. 16,19 The academic difficulties exhibited by extremely low birth weight children reflect their vulnerabilities in terms of visuospatial, visuomotor and verbal abilities.…”

Section: Introductionmentioning

confidence: 92%

Dificuldade de aprendizagem em escolares de muito baixo peso ao nascer

Rodrigues¹,

Mello²,

Fonseca³

2006

J. Pediatr. (Rio J.)

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Objectives: To investigate the relationship between very low birth weight and learning difficulties at school by means of a systematic review of the literature, identifying patterns of learning difficulties among these schoolchildren, possible cognitive correlations, peculiarities of the lowest birth weight ranges and any interference with outcomes by socioeconomic and/or clinical factors.Sources of data: Bibliographic search (MEDLINE, LILACS, Excerpta Medica, reference lists of original articles, periodicals related to the subject, information from experts in the area and thesis and dissertation databases) on the keywords: prematurity/very low birth weight, learning difficulties/academic achievement/school performance, follow-up/results/cohort. Summary of the findings:The search returned 114 articles and the 18 of these were selected as having investigated learning difficulties in schoolchildren born with very low birth weights using appropriate methodology. The academic performance of these children was observed to be inferior the whole study population was compared with those born full term. The subject most compromised was mathematics. The risk of suffering from learning difficulties increased in inverse proportion to birth weight. An association was identified between very low birth weight and cognitive compromise. Conclusions:The systematic approach corroborated the results obtained by published studies: schoolchildren born with very low birth weights exhibited increased risk of learning difficulties when compared with those born at full term. There was a predominance of children with multiple academic subjects compromised and mathematics was the most affected. Risk was observed to follow an ascending gradient as birth weight reduced. There was an association between very low birth weight and cognitive compromise.J Pediatr (Rio J). 2006;82(1):6-14: Learning disorders, very low birth weight, systematic review.

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“…[27][28][29][30][31][32][33][34][35][36][37][38][39] Randomeffects meta-analysis revealed that preterm-born children had significantly lower receptive vocabulary scores compared with term-born children, as indicated by the combined effect size of d = -0.45 (95% CI: -0.59 to -0.30; P , .001) (Fig 2). Significantly lower receptive vocabulary scores in preterm-born children compared with term-born children were found in 8 of the 13 studies.…”

Section: Simple Language Functionmentioning

confidence: 99%

“…Significantly lower receptive vocabulary scores in preterm-born children compared with term-born children were found in 8 of the 13 studies. [28][29][30][31][32][33][34]39 No statistically significant heterogeneity between the studies was found (Q = 19.35, P = .08; I 2 = 38.0). A funnel plot and Egger test (P = .92) showed no underlying publication bias.…”

Section: Simple Language Functionmentioning

confidence: 99%

Language Functions in Preterm-Born Children: A Systematic Review and Meta-analysis

Spek¹,

Franken²,

2012

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BACKGROUND AND OBJECTIVE: Preterm-born children (,37 weeks' gestation) have higher rates of language function problems compared with term-born children. It is unknown whether these problems decrease, deteriorate, or remain stable over time. The goal of this research was to determine the developmental course of language functions in preterm-born children from 3 to 12 years of age. METHODS:Computerized databases Embase, PubMed, Web of Knowledge, and PsycInfo were searched for studies published between January 1995 and March 2011 reporting language functions in pretermborn children. Outcome measures were simple language function assessed by using the Peabody Picture Vocabulary Test and complex language function assessed by using the Clinical Evaluation of Language Fundamentals. Pooled effect sizes (in terms of Cohen's d) and 95% confidence intervals (CI) for simple and complex language functions were calculated by using random-effects models. Meta-regression was conducted with mean difference of effect size as the outcome variable and assessment age as the explanatory variable.RESULTS: Preterm-born children scored significantly lower compared with term-born children on simple (d = -0.45 [95% CI: -0.59 to -0.30]; P , .001) and on complex (d = -0.62 [95% CI: -0.82 to -0.43]; P , .001) language function tests, even in the absence of major disabilities and independent of social economic status. For complex language function (but not for simple language function), group differences between preterm-and term-born children increased significantly from 3 to 12 years of age (slope = -0.05; P = .03). CONCLUSIONS:

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Executive function of children with extremely low birthweight: a case control study

Cited by 22 publications

References 31 publications

Victimization: a newly recognized outcome of prematurity

Victimization: a newly recognized outcome of prematurity

Dificuldade de aprendizagem em escolares de muito baixo peso ao nascer

Language Functions in Preterm-Born Children: A Systematic Review and Meta-analysis

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