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Effects of Extreme Prematurity on Numerical Skills and Executive Function in Kindergarten Children: An Application of

Curtis Tatsuoka1, Bridget McGowan2, Tomoko Yamada3

  • 1Department of Neurology, Case Western Reserve University and the Neurological Institute, University Hospitals Case Medical Center, 11100 Euclid Avenue, Cleveland, Ohio 44106 USA.; Department of Epidemiology and Biostatistics, Case Western Reserve University, 2109 Adelbert Road, Cleveland, Ohio 44106 USA.

Learning and Individual Differences
|November 8, 2016
PubMed

Insights

Extremely preterm/extremely low birth weight children often face mathematics disabilities. This study used POSET models to identify distinct numerical and cognitive skill profiles, revealing executive function weaknesses linked to math deficits in these children.

Area of Science:

  • Developmental Psychology
  • Neuroscience
  • Educational Psychology

Background:

  • Mathematics disabilities (MD) are prevalent in extremely preterm/extremely low birth weight (EPT/ELBW) children, yet their specific nature remains unclear.
  • Understanding these early numerical and cognitive deficits is crucial for targeted interventions.

Purpose of the Study:

  • To classify EPT/ELBW children and normal birth weight (NBW) controls into distinct skill profiles using partially ordered set (POSET) models.
  • To investigate the relationship between numerical skills, executive function, and processing speed in EPT/ELBW children.
  • To explore the applicability of POSET models in characterizing MD in vulnerable populations.

Main Methods:

  • Applied POSET models to classify 140 EPT/ELBW kindergarteners and 110 NBW controls based on numerical and cognitive skills.
  • Assessed five numerical skills and five executive function/processing speed skills.
  • Analyzed individual variability in skill profiles and associations between skill domains.

Main Results:

  • POSET models effectively classified children into distinct skill profiles.
  • The EPT/ELBW group demonstrated poorer performance across all assessed numerical and cognitive skills compared to NBW controls.
  • Significant individual differences in skill profiles were observed within the EPT/ELBW group.
  • Impairments in executive function were strongly associated with difficulties in numerical skill mastery.

Conclusions:

  • POSET models are a valuable tool for researching MD and understanding early numerical deficits.
  • EPT/ELBW children exhibit distinct types of early numerical deficits.
  • Executive function weaknesses play a significant role in the mathematics disabilities observed in EPT/ELBW children.

Keywords:
early school age outcomesexecutive functionmathematics disabilitiespartially ordered classification modelingpreterm birth

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