Spatial Span in Very Prematurely Born Adolescents

Saavalainen, Pia; Luoma, Laila; Bowler, Dermot; Määttä, Sara; Kiviniemi, Vesa; Laukkanen, Eila; Herrgård, Eila

doi:10.1080/87565640701539535

Cited by 52 publications

(46 citation statements)

References 46 publications

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“…Furthermore, the stability in executive function performance implies that assessment at late preschool age will give a good indication of the child's continued executive function performance. The notion of a catch-up effect after late preschool age (e.g., Saavalainen et al, 2007;H. G. Taylor et al, 2004) is not supported by our findings.…”

Section: Discussioncontrasting

confidence: 56%

A longitudinal model of executive function development from birth through adolescence in children born very or extremely preterm

Stålnacke

Lundequist

Böhm

et al. 2018

Child Neuropsychology

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Section: Discussioncontrasting

confidence: 56%

A longitudinal model of executive function development from birth through adolescence in children born very or extremely preterm

Stålnacke

Lundequist

Böhm

et al. 2018

Child Neuropsychology

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“…Specifically, gestational age was related to more difficulties in selective and sustained attention and inhibition (in cognitive areas), and phonemic fluency problems and shift skills (in communicative-linguistic areas). Likewise, Saavalainen et al (77) showed that spatial working memory performance is related to gestational age. A similar pattern has been shown previously for IQ and gestational age (27,78,79).…”

Section: Discussionmentioning

confidence: 99%

Early Psychological Development of Very Preterm and/or Low Birth Weight Children: A Review of the Literature

2015

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Objective -The aim of this paper is to describe the psychological development in three areas (cognitive, communicative-linguistic and social-emotional domains) of very preterm children and/or low birth weight, aged from 0 to 6 years, to discover if problems exist and if these difficulties remain, decrease or increase over time, up to 6 years of age, through of review of studies done in this population. Materials and methods -Seven databases were searched. The search yielded 975 studies and those related to cognitive, communicative-linguistic and social-emotional development in children without physical problems, ranging in age from birth to 6 years, gestational age less than 32 weeks and/or birth-weight less than 2499 grams were analyzed. Most of the 47 studies analyzed were conducted after 2005, focused on children aged 3-5 years, and compared preterm and full-term infants. ResultsThe studies agree that preterm children differ in many developmental domains but there is no consensus on others. Several studies found a close association between the three different areas analyzed. Conclusion -Early intervention of preterm and/or low birth weight children is the most important way to prevent and/or reduce academic, communicative and social-emotional (anxiety/depression) problems, and improve long-term adaptation to the environment, self-regulation, communication skills, social competence and academic performance in general.

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“…A recent Canadian study showed that VPT young adults perform worse than controls on tasks involving selective aspects of executive processing, such as mental flexibility and response inhibition (Luu, Ment, Allan, Schneider, & Vohr, 2011). On the other hand, others have reported that working memory deficits observed in childhood may improve with age (Saavalainen et al, 2007;H. G. Taylor et al, 2004).…”

Section: Executive Functions In Adolescencementioning

confidence: 99%

Longitudinal Studies of Executive and Cognitive Development After Preterm Birth

Lundequist¹

2012

PsycEXTRA Dataset

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The population of survivors after preterm birth is increasing, and, in conjunction with this, there is growing concern about their long-term development. Stockholm Neonatal Project (SNP) is a longitudinal population-based study of children born prematurely in 1988-93, with a very low birth weight (<1500 g), who have been followed prospectively from birth through adolescence. A matched control group was recruited at age 5 ½ years. The overall aim of this thesis was to investigate the long-term development of preterm children compared to controls, paying particular attention to their executive functions (EF) in relation to the degree of prematurity, birth weight and medical risks. Study I, utilizing Bender drawings and other data obtained at age 5 ½ years, showed a disadvantage in visuo-motor development in preterm children, especially among the boys. Visuo-motor skills were highly related to performance IQ (PIQ) in both groups, and also to EF in the preterm group. In Study II, data from the NEPSY test battery administered at age 5 ½ was used, and neuropsychological profiles typical of preterm children and term born children respectively, were identified through cluster analysis. The general level of performance corresponded well with intelligence, motor functions and parental education in both groups, but preterm children had overall lower results and exhibited greater variability across domains. Study III showed that extremely preterm birth (w. 23-27) per se poses a risk for cognitive outcome at age 18, particularly for EF, and that perinatal medical complications add to the risk. By contrast, adolescents born very preterm (w. 28-31) performed just as well as term-born controls in all cognitive domains. However, adolescents who had been born moderately preterm (w. 32-36) and small for gestational age, showed general cognitive deficits. Study IV found that cognitive development was highly stable over time, with parental education and EF at 5 ½ years being significant predictors for cognitive outcome at age 18, in both groups. In the preterm group, perinatal medical risks and being small for gestational age continued to significantly influence development from 5 ½ to 18 years. Study V demonstrated that neuropsychological scoring of Bender drawings, which was developed in study I, predicted general cognitive outcome as well as EF in adolescence. This indicates that developmental screening using Bender drawings with neuropsychological scoring may be useful around school entry.In summary, the results illustrate that cognitive outcome after preterm birth is highly diverse and influenced by biological and environmental factors. No single factor can explain or predict children's development, but we conclude that extreme prematurity presents a particular risk for EF dysfunction. Developmental screening is recommended to identify children who may benefit from special educational interventions.

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Spatial Span in Very Prematurely Born Adolescents

Cited by 52 publications

References 46 publications

A longitudinal model of executive function development from birth through adolescence in children born very or extremely preterm

A longitudinal model of executive function development from birth through adolescence in children born very or extremely preterm

Early Psychological Development of Very Preterm and/or Low Birth Weight Children: A Review of the Literature

Longitudinal Studies of Executive and Cognitive Development After Preterm Birth

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