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The contributions of intelligence and executive function to behaviour problems in school-age children born very

Darren W T Dai1, Nike Franke1, Trecia A Wouldes2

  • 1Liggins Institute, University of Auckland, Auckland, New Zealand.

Acta Paediatrica (Oslo, Norway : 1992)
|January 18, 2021
PubMed

Insights

Neurocognitive skills like IQ and executive function impact behavior problems in very preterm children. These relationships differ between boys and girls, suggesting targeted interventions for executive function are beneficial.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Pediatrics

Background:

  • Children born very preterm often experience neurodevelopmental challenges.
  • Behavioral problems are a common concern in this population.
  • Understanding the link between cognitive skills and behavior is crucial for early intervention.

Purpose of the Study:

  • To investigate how specific neurocognitive skills contribute to behavioral problems in children born very preterm.
  • To explore the moderating role of sex in these relationships.

Main Methods:

  • Assessed 129 children born very preterm (gestational age <30 weeks or birth weight <1500g) at age 7 years.
  • Utilized Wechsler Intelligence Scale for Children (WISC-IV) subtests, executive function measures (performance-based and questionnaire-based), and behavior checklists (Child Behavior Checklist, Teacher Rating Form).
  • Employed multiple regression analysis to evaluate contributions of IQ and executive function to behavior problems, and the effect of sex.

Main Results:

  • Children exhibited lower IQ, poorer executive function, and increased internalizing problems compared to normative samples.
  • Verbal comprehension and working memory correlated with total, internalizing, and externalizing problems at school.
  • Executive function (performance and questionnaire-based) linked to total and externalizing problems at home and school.
  • Sex moderated the association between information processing and parent-reported total problems, and teacher-rated executive function and total problems.

Conclusions:

  • Both IQ and executive function are significantly related to behavioral problems in very preterm children.
  • The nature of these relationships varies between boys and girls.
  • Executive function presents a promising target for future interventions aimed at mitigating behavioral issues in this vulnerable group.
Abstract

Keywords:
childhood behaviourexecutive controlintellectual abilityinternalising problemvery premature birth

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