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Very low birth weight children: behavior problems and school difficulty in a national sample
M C McCormick1, S L Gortmaker, A M Sobol
1Department of Behavioral Sciences, Harvard School of Public Health, Boston, Massachusetts.
The Journal of Pediatrics
|November 1, 1990
Summary
Very low birth weight infants face increased risks of school difficulties and behavioral problems. Hyperactivity is a key factor contributing to these academic challenges in at-risk children.
Area of Science:
- Pediatrics
- Developmental Psychology
- Educational Psychology
Background:
- Low birth weight and very low birth weight are associated with developmental challenges.
- Understanding the long-term academic and behavioral outcomes for these children is crucial.
Purpose of the Study:
- To assess the risk of behavior problems and school difficulty in very low birth weight infants compared to heavier low birth weight and normal birth weight children.
- To identify correlates of school difficulty.
- To determine the association between behavior problems and school difficulty, controlling for correlates.
Main Methods:
- Secondary analysis of the 1981 National Health Interview Survey--Child Health Supplement.
- Utilized the Behavior Problems Index to assess behavioral status.
- Examined sociodemographic factors and birth weight categories.
Main Results:
- 34% of very low birth weight children experienced school difficulty, versus 20% and 14% in other groups.
- Very low birth weight infants showed higher hyperactivity scores.
- Both very low birth weight and hyperactivity independently predicted academic problems, alongside sociodemographic factors.
Conclusions:
- Very low birth weight infants are at significant risk for academic problems.
- Hyperactive behavior is a key contributing factor to school difficulties in this population.
- Early identification and intervention for behavioral issues in very low birth weight children may mitigate academic risks.