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Attention problems and language development in preterm low-birth-weight children: cross-lagged relations from 18 to

Luisa A Ribeiro1, Henrik D Zachrisson, Synnve Schjolberg

  • 1Division of Mental Health, Norwegian Institute of Public Health, Oslo, Norway. LuisaRibeiro.Kvalbein@fhi.no

BMC Pediatrics
|July 1, 2011
PubMed

Insights

Early attention problems in preterm infants may precede language development issues. This finding helps understand developmental pathways and manage co-occurring attention and language difficulties in premature children.

Area of Science:

  • Developmental Psychology
  • Pediatric Neurodevelopment
  • Cognitive Science

Background:

  • Preterm low-birth-weight children exhibit persistent cognitive deficits, including language and attention problems.
  • The relationship between attention and language development in early childhood remains unclear.
  • This study investigates the interplay between attention and language in this vulnerable population.

Purpose of the Study:

  • To analyze the reciprocal influences between language and attention problems from 18 to 36 months of age.
  • To determine if attention problems predict language development or vice versa in preterm infants.
  • To identify potential covariates affecting these developmental trajectories.

Main Methods:

  • Utilized maternal reports on attention and language from the Norwegian Mother and Child Cohort Study (MoBa).
  • Included 1288 preterm low-birth-weight infants and 37010 full-term controls.
  • Employed cross-lagged panel analyses to examine bidirectional relationships.

Main Results:

  • Attention problems at 18 months significantly predicted changes in language ability by 36 months.
  • Language ability at 18 months did not predict attention problems at 36 months.
  • Early attention problems appear to play a precursor role in language development for preterm children.

Conclusions:

  • Preliminary evidence suggests early attention problems are precursors to language development in preterm infants.
  • Findings enhance understanding of developmental pathways for attention and language.
  • This knowledge can improve management strategies for comorbid attention and language difficulties.
Abstract

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