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Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale
Published on: August 25, 2014
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Relationships between intelligence, executive function and academic achievement in children born very preterm
Darren W T Dai1, Trecia A Wouldes2, Gavin T L Brown3
1Liggins Institute, University of Auckland, Private Bag 92019, Auckland 1023, New Zealand.
Early Human Development
|July 18, 2020
Summary
Children born very preterm often face academic challenges. Both low intelligence (IQ) and executive function deficits significantly predict lower school performance, with IQ potentially impacting achievement through executive functions.
Area of Science:
- Neuroscience
- Developmental Psychology
- Pediatrics
Background:
- Children born very preterm exhibit increased risks for neurocognitive and educational difficulties.
- The distinct contributions of low intelligence (IQ) and impaired executive function to academic underachievement in this population require further investigation.
Purpose of the Study:
- To investigate the relationship between intelligence, executive function, and academic achievement in children born very preterm.
Main Methods:
- A cohort study assessed 76 children (born <30 weeks gestation or <1500g) at age 7 years.
- Intelligence was measured using the Wechsler Intelligence Scale for Children (WISC-IV).
- Executive function was assessed via the Test of Everyday Attention for Children (TEA-Ch) and Behavior Rating Inventory of Executive Function (BRIEF); academic achievement was teacher-rated.
Main Results:
- Low IQ (ORs 9.0-12.3) and most executive function measures (ORs 4.1-9.3) were linked to below-expected academic achievement after adjusting for covariates.
- Cognitive flexibility (OR=9.3) and teacher-rated executive function (OR=5.3) remained significant predictors of academic achievement after further adjustment for IQ.
- Mediation analysis indicated IQ indirectly influenced writing and reading achievement via attentional control and cognitive flexibility.
Conclusions:
- Both low IQ and impaired executive function are associated with poorer academic outcomes in very preterm children.
- Intelligence may exert its influence on academic achievement partially through executive function mechanisms.
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