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Updated: Apr 28, 2026

A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance
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Executive function mediates effects of gestational age on functional outcomes and behavior in preschoolers

Irene M Loe1, Heidi M Feldman, Lynne C Huffman

  • 1Division of Neonatal and Developmental Medicine, Department of Pediatrics, Stanford University School of Medicine, Stanford, CA.

Journal of Developmental and Behavioral Pediatrics : JDBP
|June 7, 2014
PubMed

Insights

Executive function (EF) skills mediate the impact of gestational age on preschoolers' outcomes. Standard EF assessment in preterm children is recommended for targeted interventions.

Area of Science:

  • Developmental Psychology
  • Neuroscience
  • Pediatrics

Background:

  • Preterm birth is associated with potential developmental challenges.
  • Executive function (EF) skills are crucial for adaptive functioning and behavior.
  • The mediating role of EF in the relationship between gestational age and child outcomes requires further investigation.

Purpose of the Study:

  • To examine executive function (EF) skills as mediators between gestational age (GA) and functional outcomes in preschoolers.
  • To compare EF, adaptive function, prereading skills, and behavior symptoms in preterm (PT) and full-term (FT) children.
  • To utilize both parent-rating and performance-based EF measures.

Main Methods:

  • Compared 70 PT children (mean GA 29.6 weeks) with 79 FT children.
  • Assessed composite EF using the Behavior Rating Inventory of Executive Function (BRIEF) and a performance-based EF battery.
  • Analyzed mediation effects of EF on GA's impact on adaptive function, prereading skills, and behavior symptoms.

Main Results:

  • PT children exhibited more EF problems via parent-ratings but fewer via performance-based tests compared to FT children.
  • PT children showed lower adaptive function and prereading skills, and more behavioral issues.
  • EF significantly mediated GA's effects on adaptive function (both measures), prereading skills (performance-based EF), and behavior symptoms (parent-rated EF).

Conclusions:

  • Standardized assessment of EF, using both parent-rating and performance-based tools, is recommended for at-risk children.
  • EF skills are measurable and play a significant mediating role in functional outcomes.
  • EF skills represent potential targets for early intervention in children born preterm.
Abstract

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