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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
Published on: September 20, 2020
Working memory and school readiness in preschool children with sickle cell disease compared to demographically
Andrew M Heitzer1, Jane E Schreiber2, Xiaomeng Yuan3
1Department of Psychology, St. Jude Children's Research Hospital, Memphis, Tennessee, USA.
Insights
Children with sickle cell disease (SCD) show early deficits in working memory and school readiness. Interventions focusing on executive function skills are crucial for improving academic preparedness in these young children.
Area of Science:
- Neuroscience
- Pediatrics
- Developmental Psychology
Background:
- Children with sickle cell disease (SCD) are susceptible to neurodevelopmental issues.
- Executive function skills, particularly working memory, are vital for academic success and kindergarten readiness.
- Previous research indicates executive function impairments in school-aged children with SCD.
Purpose of the Study:
- To investigate working memory and school readiness in preschool children with SCD.
- To compare executive function, working memory, and school readiness in preschool children with SCD against a matched healthy control group.
- To identify factors associated with school readiness in young children with SCD.
Main Methods:
- A comparative study involving 84 preschool children with SCD and 168 healthy controls.
- Participants were matched for race, sex, and parental education.
- Standardized assessments were used to evaluate executive function, working memory, and school readiness.
Main Results:
- Preschool children with SCD demonstrated significantly poorer performance in executive function, working memory, and school readiness compared to controls (p < 0.01).
- Working memory measures were independently associated with school readiness, even after controlling for early adaptive development.
- Higher caregiver college education positively correlated with school readiness in children with SCD, independent of other variables.
Conclusions:
- Young children with SCD exhibit early challenges in working memory and school readiness.
- Executive function interventions are recommended for preschool children with SCD to enhance school preparedness.
- Caregiver education may play a supportive role in the school readiness of children with SCD.
Abstract:
Children diagnosed with sickle cell disease (SCD) are at risk of the development of neurobehavioural problems early in life. Specific impairments in executive function skills, including working memory, have been documented in school-aged children with SCD. These executive skills are known to strongly contribute to early academic skills and preparedness for entering kindergarten. This study examined working memory and school readiness in preschool children with SCD compared to a healthy control group matched for race, sex and parent education. A total of 84 patients diagnosed with SCD (61.9% haemoglobin [Hb]SS/HbSβ0 -thalassaemia) and 168 controls completed testing. The mean (SD) ages of patients and controls at testing were 4.53 (0.38) and 4.44 (0.65) years respectively. The SCD group performed worse than controls on measures of executive function, working memory and school readiness (p < 0.01; Cohen's D range: 0.32-0.39). Measures of working memory were associated with school readiness after accounting for early adaptive development. Multiple linear regression models among patients diagnosed with SCD revealed that college education of the primary caregiver was positively associated with school readiness (p < 0.001) after controlling for sex, genotype, age and early adaptive development. These results highlight the need to implement school readiness interventions in young children diagnosed with SCD emphasising executive function skills.
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