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Cognitive functioning at the age of 10 years among children born extremely preterm: a latent profile approach

Timothy Heeren1, Robert M Joseph2, Elizabeth N Allred3

  • 1Department of Biostatistics, Boston University School of Public Health, Boston, Massachusetts, USA.

Pediatric Research
|June 6, 2017
PubMed

Insights

Extremely preterm children show varied neurocognitive profiles. Both intelligence quotient (IQ) and executive function (EF) assessments are crucial for understanding cognitive outcomes in these children.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Pediatrics

Background:

  • School-aged children born extremely preterm (EP) face higher risks of neurocognitive deficits compared to term-born peers.
  • Understanding the heterogeneity of cognitive function in EP children is essential for targeted interventions.

Purpose of the Study:

  • To identify distinct neurocognitive profiles among EP children using measures of intelligence quotient (IQ) and executive function (EF).
  • To characterize the nature and prevalence of cognitive impairment within these identified subgroups.
  • To examine the relationship between cognitive profiles, gestational age, and academic achievement.

Main Methods:

  • Latent profile analysis (LPA) was employed to group EP children based on shared IQ and EF profiles.
  • Neurocognitive function was assessed and compared using both IQ/EF combined profiles and standard IQ Z-score classifications.
  • Associations between identified cognitive profiles, gestational age, and academic outcomes were analyzed.

Main Results:

  • Four distinct neurocognitive profiles were identified in EP children: normal (34%), low-normal (41%), moderately impaired (17%), and severely impaired (8%).
  • Impaired groups often showed global cognitive deficits, while the low-normal group exhibited specific deficits in inhibition relative to reasoning and working memory.
  • Substantial variability in executive function was observed within IQ-defined categories.

Conclusions:

  • Neurocognitive outcomes in extremely preterm children are diverse, necessitating comprehensive assessment beyond IQ alone.
  • Both intelligence quotient (IQ) and executive function (EF) evaluations are vital for accurately describing the school-age cognitive status of extremely preterm individuals.

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