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Differences in attentional functioning between preterm and full-term children underline the importance of new
V Giordano1,2, R Fuiko2, U Leiss3
1Department of General Pediatrics and Adolescent Medicine, Division of Neonatology, Pediatric Intensive Care and Neuropediatrics, Medical University of Vienna, Vienna, Austria.
Insights
Preterm born children exhibit attentional deficits in sustained and focused attention, alongside slower processing speeds. These findings highlight the need for early detection of attention disorders in this population.
Area of Science:
- Neuroscience
- Developmental Psychology
- Pediatrics
Background:
- Preterm birth is associated with increased risk for neurodevelopmental challenges.
- Attentional difficulties can significantly impact academic and social functioning in early childhood.
Purpose of the Study:
- To investigate specific attentional components in preschool-aged children born preterm.
- To compare attentional performance between preterm and full-term born children.
Main Methods:
- A cohort of 52 preterm and 52 full-term children (aged 5y 5m to 6y 2m) were assessed.
- Evaluated attentional components using the Test of Attentional Performance and Wechsler Intelligence Scale for Children.
- Included behavioral assessments via parental ratings and direct observation during neuropsychological testing.
Main Results:
- Preterm children demonstrated poorer sustained attention, focused attention, and increased distractibility.
- Reduced processing speed in divided attention and flexibility tasks was observed in preterm children.
- Preterm children showed decreased volitional compared to automatic attention, with higher rates of aborted tests and lower motivation.
Conclusions:
- Significant differences in attentional functioning exist between preterm and full-term children.
- Neuropsychological assessments are crucial for identifying specific attentional disorders in preterm populations.
- Early identification and intervention are vital for supporting the development of preterm children.
Aim:
The aim of this study was to investigate specific attentional components in preterm born children who had not yet started school.
Methods:
Between January and December 2011, we assessed 52 preterm and 52 full-term children aged between five years five months and six years two months, of comparable age and gender, at the Medical University of Vienna. Different attentional components were evaluated through selected subtests of the Test of Attentional Performance and the German version of the Wechsler Intelligence Scale for Children. Each child's behaviour was also evaluated using parental ratings and descriptive item-based evaluation during neuropsychological assessment.
Results:
Children born preterm showed poor attentional performance in sustained attention, focused attention and distractibility, as well as reductions in processing speed in divided attention and flexibility tasks. Children born preterm also showed decreased volitional attention compared with automatic attention. No problems were detected in alertness or inhibition. In addition, a higher rate of aborted tests, decreased motivation and poorer parental ratings were detected among the preterm population compared with full-term born children.
Conclusion:
Our results highlighted differences in attentional functioning between preterm and full-term children, indicating the importance of new neuropsychological techniques for the detection of specific attentional disorders.
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