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Self-regulation task in young school age children born preterm: Correlation with early academic achievement

Carolyn Sawyer1, Julia Adrian2, Roger Bakeman3

  • 1Department of Pediatrics, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0927, United States of America; Center for Human Development, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0115, United States of America.

Early Human Development
|April 10, 2021
PubMed

Insights

Children born preterm often face executive function (EF) challenges. This study found early EF deficits predict academic struggles, highlighting EF as a key intervention target for this high-risk group.

Area of Science:

  • Developmental psychology
  • Pediatric neurology
  • Educational neuroscience

Background:

  • Children born preterm are at increased risk for executive function (EF) deficits.
  • Limited tools exist to assess early EF, and the link between early deficits and academic skills is not fully understood.
  • Understanding these relationships is crucial for early intervention in preterm populations.

Purpose of the Study:

  • To investigate early executive function (EF) differences in children born preterm.
  • To examine the correlation between behavioral self-regulation and EF measures in preterm children.
  • To assess the relationship between a self-regulation measure and academic outcomes in preterm children.

Main Methods:

  • Longitudinal cohort study involving 33 preterm and 14 full-term children.
  • Assessments conducted at ages 5, 6, and 7 years, including behavioral self-regulation (Head Toes Knees Shoulders task - HTKS), performance-based EF, parent ratings, motor ability, and academic measures.
  • Analysis focused on comparing groups over time and correlating measures.

Main Results:

  • Children born preterm demonstrated poorer performance across self-regulation, EF, parent-reported outcomes, academic achievement, and motor ability.
  • The HTKS showed varying correlations with EF measures and moderate to strong links with academic performance.
  • No significant correlation was found between the HTKS and motor ability.

Conclusions:

  • Early executive function (EF) deficits in preterm children predict later academic outcomes.
  • Behavioral self-regulation measures, like the HTKS, show potential for assessing EF and predicting academic success.
  • These findings underscore the importance of targeting EF for interventions in high-risk preterm populations.
Abstract

Keywords:
Academic achievementExecutive functionPreterm birthSelf-regulation

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