Neuropsychological outcomes of children born very preterm

Anderson, Peter J.

doi:10.1016/j.siny.2013.11.012

Cited by 208 publications

(207 citation statements)

References 67 publications

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“…Increased survival of these particularly high-risk infants may offset an improvement in neurocognitive outcomes among those born more mature such that no overall improvement was found in our cohort relative to earlierborn cohorts. 34 Our finding of a steep GA gradient in neurocognitive outcomes is consistent with this possibility. Other factors may also contribute to our findings, such as the socioeconomic status composition of our sample compared with others.…”

Section: Discussionsupporting

confidence: 86%

“…1,2,6,18,33 Corresponding deficits among ELGAN participants across measures of attention, executive control, and processing speed as well as visual perception and fine motor control were also comparable to those reported for earlier cohorts. 4,6,14,34 Our findings indicate that schoolaged children born extremely preterm continue to be at significant risk of a wide range of neurocognitive and academic deficits.…”

Section: Neurocognitive and Academic Outcomes Among Elgan Participantmentioning

confidence: 71%

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Neurocognitive and Academic Outcomes at Age 10 Years of Extremely Preterm Newborns

Joseph¹,

et al. 2016

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for the ELGAN Study Investigators abstract BACKGROUND AND OBJECTIVE: Despite reductions in mortality and morbidity among children born extremely preterm, they remain at high risk of neurocognitive deficits, with up to 40% having significant cognitive deficits at school age. We assessed the rate of neurocognitive impairment in a contemporary US cohort of 873 children aged 10 years who were born <28 weeks' gestation.

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Section: Discussionsupporting

confidence: 86%

Section: Neurocognitive and Academic Outcomes Among Elgan Participantmentioning

confidence: 71%

Neurocognitive and Academic Outcomes at Age 10 Years of Extremely Preterm Newborns

Joseph¹,

et al. 2016

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“…Working memory deficits have been described in childhood following VPT birth (see Anderson37 for a review). Prematurity‐related hippocampal damage at term‐equivalent age has been associated with working memory deficits at age 2 years 38.…”

Section: Working Memorymentioning

confidence: 99%

Alterations in development of hippocampal and cortical memory mechanisms following very preterm birth

Nosarti

Froudist-Walsh

2016

Develop Med Child Neuro

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Deficits in memory function have been described in children and adolescents who were born very preterm (VPT), which can have profound effects on their school achievement and everyday life. However, to date, little is known about the development of the neuroanatomical substrates of memory following VPT birth. Here we focus on episodic and working memory and highlight key recent functional and structural magnetic resonance imaging (MRI) studies that have advanced our understanding of the relationship between alterations seen in the VPT brain and typical neurodevelopment of networks supporting these memory functions. We contrast evidence from the episodic and working memory literatures and suggest that knowledge gained from these functional and neuroanatomical studies may point to specific time windows in which working memory interventions may be most effective.

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“…Researchers suggest that problems with concentration, which can continue on into adulthood, are the most common consequences of the immaturity of the brain at birth (Aarnoudse-Moens, Smidts, Oosterlaan, Duivenvoorden, & Weisglas-Kuperus, 2009;Anderson, 2014;Bhutta, Cleves, Casey, Cradock, & Anand, 2002;Hack et al, 2009;Mulder, Pitchford, Hagger, & Marlow, 2009;Johnson & Marlow, 2011). Johnson and Marlow (2011), in their review of research on the most common problems in premature children, described a pattern of behavior that they defined as phenotypic.…”

Section: Introductionmentioning

confidence: 99%

Hot and cool executive functions in very and extremely preterm preschool children

Walczak¹,

Chrzan-Dętkoś²

2017

Health Psychology Report

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Background In most countries, premature deliveries constitute 5% to 18% of births. Some preterm children, especially those born before 32 weeks of pregnancy, experience serious medical complications, which can affect their subsequent development and functioning. Even those who have an IQ within the normal range can be at risk of worse functioning. This study aimed to investigate the differences in development of hot and cool aspects of executive functions in children born prematurely in comparison to those born on time. It is also focused on evaluating relationships between executive functions in premature children and their socio-emotional competences. Participants and procedure All children participating in the study were preschoolers. The sample consisted of 20 children born before 32 weeks of gestation and 28 term controls (children born on time). Hot and cool aspects of executive functions were examined in both groups using tasks extracted from the Preschool Self-Regulation Assessment (PSRA). Parents of children born prematurely also completed the Strengths and Difficulties Questionnaire (SDQ), which is a brief behavioral screening questionnaire that consists of five scales: emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior. Results Premature children scored lower for both hot and cool executive functions in comparison to the children born at term in two of the five tasks. In addition, an association between worse executive functioning and more severe problems was found in the preterm group. This link applies to both general and specific problems, such as hyperactivity/inattention and behavioral problems. Conclusions Prematurely born children may have larger deficits both in hot and cool aspects of executive functions compared to their peers born at term. Deficits in hot aspect may be reflected in hyperactivity/inattention symptoms and conduct problems, whereas difficulties in cool aspect may be more related to the general picture of problems in prematurely born children.

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Neuropsychological outcomes of children born very preterm

Cited by 208 publications

References 67 publications

Neurocognitive and Academic Outcomes at Age 10 Years of Extremely Preterm Newborns

Neurocognitive and Academic Outcomes at Age 10 Years of Extremely Preterm Newborns

Alterations in development of hippocampal and cortical memory mechanisms following very preterm birth

Hot and cool executive functions in very and extremely preterm preschool children

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