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Executive Function and Academic Outcomes in Children Who Were Extremely Preterm
Danielle S Costa1, Débora M Miranda2,3, Alice C Burnett4,5
1Coordenação de Aperfeiçoamento de Pessoal de Nivel Superior, Ministry of Education of Brazil, Brasília, Brazil.
Pediatrics
|August 31, 2017
Summary
Most children born extremely preterm (EP) or with extremely low birth weight (ELBW) show stable executive function (EF) with age. However, persistent or transient EF difficulties were linked to poorer academic outcomes in EP/ELBW children.
Area of Science:
- Neuroscience
- Developmental Psychology
- Pediatrics
Background:
- Children born extremely preterm (EP) or extremely low birth weight (ELBW) often experience cognitive and behavioral challenges.
- Executive function (EF) development in these children may change over time, impacting long-term outcomes.
Purpose of the Study:
- To assess the stability of behavioral executive function (EF) from age 8 to 18 in children born EP or ELBW.
- To examine the relationship between EF development trajectories and academic outcomes in this population.
Main Methods:
- 180 children born EP or ELBW were assessed at ages 8 and 18 using the Behavior Rating Inventory of Executive Function (BRIEF) to categorize EF development (typical, persistent, remitting, late-onset).
- Academic outcomes were measured using standardized tests in reading, spelling, and math computation.
Main Results:
- The majority of participants exhibited typical EF (61% BRI, 53% MCI).
- Persistent (15% BRI, 16% MCI) and late-onset (12% BRI, 19% MCI) executive difficulties were observed in subgroups.
- Children with executive impairments at age 18 had significantly poorer academic performance compared to those with typical or remitting EF.
Conclusions:
- While most EP/ELBW children demonstrate stable EF, a notable proportion experience persistent or transient difficulties.
- These EF challenges are associated with uneven academic outcomes, highlighting the need for targeted interventions.
- Further research into the developmental trajectory of EF in EP/ELBW children is crucial for improving neurodevelopmental outcomes.
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