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Attention in 3-Year-Old Children with VLBW and Relationships with Early School Outcomes
Gijs Verkerk1, Martine Jeukens-Visser1, Bregje Houtzager2
1a Department of Rehabilitation, Academic Medical Center , University of Amsterdam , Amsterdam , the Netherlands.
Insights
Children with very low birth weight (VLBW) exhibit attention difficulties in preschool, impacting their later school success. Early attention skills predict academic outcomes two years later.
Area of Science:
- Developmental Psychology
- Pediatric Neuroscience
- Educational Psychology
Background:
- Children born with very low birth weight (VLBW) face potential developmental challenges.
- Attention skills are crucial for early academic success and school readiness.
- Understanding neurodevelopmental trajectories in VLBW infants is vital for timely interventions.
Purpose of the Study:
- To compare the attention skills of very low birth weight (VLBW) children with normal birth weight (NBW) children at primary school entry.
- To investigate the association between preschool attention skills and subsequent school career 2 years later in VLBW children.
Main Methods:
- A cohort study involving 151 VLBW children and 41 NBW children.
- Attention was assessed at 3 years 8 months corrected age (CA) using tests, parent questionnaires, and systematic observations.
- School career (special education, grade retention) was evaluated at 5½ years CA.
Main Results:
- VLBW children scored significantly lower on five of six attention measures compared to NBW children.
- 13% of VLBW children had clinical scores on parent-reported behavior checklists versus 0% for NBW.
- 36% of VLBW children required special education or grade retention by 5½ years CA, with attention dysfunction being a key predictor.
Conclusions:
- Preschool-aged children with VLBW demonstrate significant attention difficulties.
- Preschool attention skills are a reliable predictor of later school career and academic performance.
Aim:
To compare attention skills of children with a very low birth weight (VLBW) with children with a normal birth weight (NBW) when entering primary school, and explore the association of attention skills with school career 2 years later.
Methods:
Participants were 151 children with VLBW and 41 with NBW. Attention was assessed at 3 years and 8 months of corrected age (CA) and school career at 5½ years of CA. Children performed two tests, parents completed three questionnaires, and an assessor systematically observed children's attention.
Results:
Children with VLBW had significantly lower mean scores on five of the six measures. Significantly more children with VLBW had scores in the clinical range on the Child Behavior Checklist completed by the parents (13% versus 0%) and scores representing dysfunction on assessor observations (19% versus 2%). At 5½ years of age, 36% of the children with VLBW followed special education or had grade retention. Dysfunctional attention as observed by the assessor was most strongly associated with need for learning support at 5½ years of age.
Conclusions:
At preschool age, children with VLBW have attention difficulties. Attentive behavior at preschool age is a predictor of school career 2 years later.
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