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Parent and teacher reporting of executive function and behavioral difficulties in preterm and term children at

Sari O'Meagher1, Kimberley Norris1, Nenagh Kemp1

  • 1School of Medicine (Psychology), University of Tasmania, Hobart, Australia.

Applied Neuropsychology. Child
|February 15, 2019
PubMed

Insights

Young preterm children often show more executive function (EF) difficulties than term-born peers. Early screening and support are recommended, but parent-teacher agreement on EF and behavior challenges is low.

Area of Science:

  • Developmental Psychology
  • Pediatrics
  • Neuroscience

Background:

  • Preterm birth (<33 weeks' gestation) is associated with potential developmental challenges.
  • Executive function (EF) and behavioral difficulties can impact school readiness.
  • Understanding parent and teacher perspectives is crucial for identifying children needing support.

Purpose of the Study:

  • To compare parent and teacher ratings of executive function (EF) and behavioral difficulties in preterm versus term kindergarten-aged children.
  • To assess the agreement between parent and teacher reports on EF and behavioral issues.
  • To inform early intervention strategies for preterm children.

Main Methods:

  • Cross-sectional study comparing preterm (n=82 parents, n=105 teachers) and term (n=49 parents, n=46 teachers) children aged 4-5.
  • Utilized validated questionnaires for executive function and behavior.
  • Analyzed parent and teacher ratings and interrater reliability.

Main Results:

  • Preterm children were rated by both parents and teachers as having more EF difficulties than term children.
  • Preterm children exhibited more attention control difficulties, but not other behavioral problems.
  • Parents reported higher levels of EF and behavioral difficulties than teachers; interrater reliability was low.

Conclusions:

  • Early executive function (EF) support may be necessary for some preterm children entering kindergarten.
  • Screening preterm children for EF difficulties is recommended.
  • Discrepancies in parent-teacher reporting complicate the identification of preterm children requiring EF support, necessitating further research into reporting patterns and assessment tools.

Keywords:
Behaviorchildrenexecutive functionsparentpretermquestionnairesteacher

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