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Behavior disorders in extremely preterm/extremely low birth weight children in kindergarten

Megan N Scott1, H Gerry Taylor, Mary A Fristad

  • 1Department of Pediatrics, Rainbow Babies & Children's Hospital, University Hospitals Case Medical Center, Case Western Reserve University, Cleveland, OH 44106, USA.

Journal of Developmental and Behavioral Pediatrics : JDBP
|January 17, 2012
PubMed

Insights

Children born extremely preterm/extremely low birth weight (EPT/ELBW) show higher rates of attention and behavior disorders in kindergarten. Executive function deficits are linked to these behavioral challenges, necessitating early intervention.

Area of Science:

  • Developmental Pediatrics
  • Child Psychology
  • Neurodevelopmental Disorders

Background:

  • Extremely preterm/extremely low birth weight (EPT/ELBW) infants (<28 weeks gestational age or <1000 g) face increased risks for developmental challenges.
  • Behavioral and emotional disorders are common in this vulnerable population.
  • Early identification is crucial for timely support and improved outcomes.

Purpose of the Study:

  • To determine the prevalence of behavioral disorders in a cohort of EPT/ELBW children in kindergarten.
  • To investigate the association between behavioral disorders and executive function in EPT/ELBW children.

Main Methods:

  • A comparative study involving 148 EPT/ELBW children and 111 term-born controls.
  • Assessment of psychiatric symptoms and behavior using parent and teacher reports (P-ChIPS, CBCL, TRF, BRIEF).
  • Evaluation of social functioning and executive functions in EPT/ELBW children.

Main Results:

  • EPT/ELBW children exhibited approximately double the rate of attention-deficit/hyperactivity disorder (ADHD) compared to controls (OR=2.50).
  • Significantly higher rates of attention, behavior self-regulation, and social functioning disorders were identified in EPT/ELBW children (ORs ranging from 3.35 to 18.03).
  • ADHD and impaired self-regulation were associated with executive function deficits, not global cognitive impairment.

Conclusions:

  • EPT/ELBW children experience elevated rates of attention, behavior self-regulation, and socialization disorders.
  • Executive function deficits are linked to some of these behavioral disorders in EPT/ELBW children.
  • Early identification and intervention are essential for school adjustment and academic progress in EPT/ELBW children.
Abstract

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