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Executive function in children born preterm: Risk factors and implications for outcome

H Gerry Taylor1, Caron A C Clark2

  • 1Department of Pediatrics, Rainbow Babies & Children's Hospital, University Hospitals Cleveland Medical Center, Case Western Reserve University, W.O. Walker Building, Suite 3150, 10524 Euclid Avenue, Cleveland, OH 44106.

Seminars in Perinatology
|November 13, 2016
PubMed

Insights

Executive function (EF) skills are often impaired in preterm children, impacting learning and social development. Early identification and supportive environments may mitigate risks, but more research on interventions is needed.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Pediatrics

Background:

  • Executive function (EF) involves self-regulation of emotions and goal-directed behavior.
  • EF skills develop throughout childhood and are crucial for learning and psychosocial functioning.
  • Preterm children are at higher risk for EF deficits, even with average global cognitive abilities.

Purpose of the Study:

  • To examine executive function (EF) development in preterm children.
  • To identify risk factors associated with EF deficits in this population.
  • To explore the potential of environmental support and early identification for mitigating EF challenges.

Main Methods:

  • The study reviews existing research on executive function (EF) in preterm populations.
  • It analyzes risk factors including prematurity severity, neonatal complications, and brain abnormalities.
  • It considers the influence of home and school environments on EF development.

Main Results:

  • Preterm children frequently exhibit compromised executive function (EF) skills.
  • Greater prematurity, neonatal complications, and brain abnormalities increase the risk of EF deficits.
  • Supportive environments show associations with higher EF levels, suggesting a protective effect.

Conclusions:

  • Executive function (EF) deficits are a significant concern in preterm children, affecting academic and social outcomes.
  • Early identification and interventions promoting EF development or compensatory strategies are crucial.
  • Further research is needed to understand EF trajectories and refine interventions for preterm populations.

Keywords:
Child developmentExecutive functionPreterm birth

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