Kindergarten classroom functioning of extremely preterm/extremely low birth weight children

Wong, Taylor; Taylor, H. Gerry; Klein, Nancy; Espy, Kimberly Andrews; Anselmo, Marcia G.; Minich, Nori; Hack, Maureen

doi:10.1016/j.earlhumdev.2014.09.011

Cited by 19 publications

(16 citation statements)

References 52 publications

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“…A total of 45 studies met all the inclusion criteria. Executive function data were provided by 35 of these studies (3360 children born preterm/low birthweight and 2812 term‐born controls) either in the study paper or after a request for additional data sent to the authors . The characteristics and main study results are given in (Tables SI, SII, and SIII, online supporting information; working memory, inhibition, and cognitive flexibility respectively).…”

Section: Resultsmentioning

confidence: 99%

Executive function deficits in children born preterm or at low birthweight: a meta‐analysis

Houdt

Oosterlaan

Wassenaer-Leemhuis

et al. 2019

Develop Med Child Neuro

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AimTo investigate the magnitude of executive function deficits and their dependency on gestational age, sex, age at assessment, and year of birth for children born preterm and/or at low birthweight.MethodPubMed, PsychINFO, Web of Science, and ERIC were searched for studies reporting on executive functions in children born preterm/low birthweight and term controls born in 1990 and later, assessed at a mean age of 4 years or higher. Studies were included if five or more studies reported on the same executive function measures.ResultsThirty‐five studies (3360 children born preterm/low birthweight, 2812 controls) were included. Children born preterm/low birthweight performed 0.5 standardized mean difference (SMD) lower on working memory and cognitive flexibility and 0.4 SMD lower on inhibition. SMDs for these executive functions did not significantly differ from each other. Meta‐regression showed that heterogeneity in SMDs for working memory and inhibition could not be explained by study differences in gestational age, sex, age at assessment, or year of birth.InterpretationChildren born preterm/low birthweight since 1990 perform half a SMD below term‐born peers on executive function, which does not seem to improve with more recent advances in medical care or with increasing age.What this paper adds Children born preterm/low birthweight perform below term‐born children on core executive functions.Lower gestational age or male sex are not risk factors for poorer executive functions.Executive function difficulties in children born preterm/low birthweight remain stable across childhood.Executive function difficulties are similar for children born recently and children born in earlier eras.

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Section: Resultsmentioning

confidence: 99%

Executive function deficits in children born preterm or at low birthweight: a meta‐analysis

Houdt

Oosterlaan

Wassenaer-Leemhuis

et al. 2019

Develop Med Child Neuro

View full text Add to dashboard Cite

show abstract

“…Using this program, behaviors or activities for each of three observational targets (child, teacher, and classroom) are coded in 20-second intervals in repeating 1-minute cycles on a laptop computer. Ecobehavioral assessment is a well validated procedure that has been used in previous classroom observational studies (Greenwood et al, 1994; Greenwood, Tapia, Abbott, & Walton, 2003; Logan, Bakeman, & Keefe, 1997; Wong et al, 2014). Data obtained from this method correlate with measures of academic achievement and reveal lower levels of academic responding, higher levels of off-task behavior, and more individual attention from teachers in at-risk compared to typically developing children (Greenwood, 1991; Greenwood et al, 1994; Wong et al, 2014).…”

Section: Methodsmentioning

confidence: 99%

Long-term classroom functioning and its association with neuropsychological and academic performance following traumatic brain injury during early childhood.

et al. 2017

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Objective The present study utilized ecobehavioral assessment to examine classroom functioning several years following early childhood traumatic brain injury (TBI) or orthopedic injury (OI) and its association with injury factors, neuropsychological abilities, and academic performance. Method Participants included 39 children with moderate to severe TBI and 51 children with OI sustained between ages 3 and 7 years. At 7.2 (±1.3) years post injury, ecobehavioral assessment was used to examine classroom functioning. Additional outcomes included neuropsychological tests, parent and teacher ratings of dysexecutive behavior, and teacher ratings of academic performance. Groups were compared on measures controlling for demographic characteristics, and associations among outcomes were examined using linear regression. Results Children with TBI showed lower academic engagement relative to children with OI, as well as more frequent individual teacher attention for children with more severe injuries. For children with TBI, difficulties in classroom functioning were associated with lower cognitive flexibility and higher parent and teacher ratings of dysexecutive behavior. Lower scores on a test of fluid reasoning and a greater frequency of individual teacher attention were also associated with lower academic performance in children with TBI. Conclusions Difficulties in classroom functioning are evident several years after early childhood TBI and were associated with greater injury severity, neuropsychological weaknesses, and poorer academic performance. Children with impaired cognitive flexibility and fluid reasoning skills were at greatest risk for these difficulties and associated weaknesses in academic performance. Instructional interactions may be a potential target for intervention to promote academic progress in at-risk children.

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“…Similarly, Rose et al 120 reported that working memory scores accounted for the variability in reading and mathematics achievement among children born preterm. Using a novel approach that incorporated observational measures of kindergarten classroom behavior, Wong et al 121 found increased rates of competing, off-task behaviors and a greater reliance on teacher support and intervention in an extremely preterm sample. These negative academic behaviors were more common among children who scored less well on tests of working memory and inhibitory control administered in a research lab.…”

Section: Effects Of Preterm Birth On Executive Functionmentioning

confidence: 99%

Executive function in children born preterm: Risk factors and implications for outcome

Taylor

Clark

2016

Seminars in Perinatology

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Executive function (EF) refers to the set of cognitive processes involved in the self-regulation of emotion and goal-directed behavior. These skills and the brain systems that support them develop throughout childhood and are frequently compromised in preterm children, even in those with broadly average global cognitive ability. Risks for deficits in EF in preterm children, and attendant problems in learning and psychosocial functioning, are higher in those with more extreme prematurity, neonatal complications, and related brain abnormalities. Associations of higher levels of EF with more supportive home and school environments suggest a potential for attenuating these risks, especially with early identification. Further research is needed to understand how deficits in EF evolve in preterm children, refine assessment methods, and develop interventions that either promote the development of EF in this population or help children to compensate for these weaknesses.

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Kindergarten classroom functioning of extremely preterm/extremely low birth weight children

Cited by 19 publications

References 52 publications

Executive function deficits in children born preterm or at low birthweight: a meta‐analysis

Executive function deficits in children born preterm or at low birthweight: a meta‐analysis

Long-term classroom functioning and its association with neuropsychological and academic performance following traumatic brain injury during early childhood.

Executive function in children born preterm: Risk factors and implications for outcome

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