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A Literature Review: Attention Profile in Preterm Children-It's Time To Act
Dominique A Jaeger1, Nina Gawehn2, Boris Suchan3
1Municipal Hospital Dortmund, Germany.
Insights
Children born preterm often face attention difficulties, showing specific clinical and neuropsychological attention deficits. Early identification is key to prevent learning problems and support school success.
Area of Science:
- Developmental Psychology
- Neuroscience
- Pediatrics
Background:
- Children born preterm have a higher risk of developmental challenges.
- A distinct
- preterm behavioral phenotype
- is observed, often involving attention difficulties.
Purpose of the Study:
- To examine the attention profile in preterm children aged 5-11 years.
- To consider both clinical and neuropsychological aspects of attention deficits.
Main Methods:
- A systematic review following PRISMA guidelines.
- Analysis of 22 peer-reviewed studies.
Main Results:
- Preterm children show increased risk for inattentive attention problems, including ADHD.
- Neuropsychological deficits noted in attention intensity, selectivity, and executive functioning.
Conclusions:
- Preterm children exhibit specific attention deficits with a distinct clinical and neuropsychological profile.
- Early identification and intervention are vital for academic success and preventing secondary complications.
Objective:
Children born preterm are at an elevated risk of developmental challenges, often exhibiting a distinct "preterm behavioral phenotype" characterized by particular attention difficulties. This review focuses on examining the phenotypical attention profile in preterm children aged 5 to 11 years, considering both clinical and neuropsychological aspects.
Method:
Following the PRISMA reporting guidelines, 22 peer-reviewed studies were analyzed.
Result:
According to behavioral-clinical aspects, preterm children appear to be at heightened risk for inattentive attention problems, including a predisposition to the predominantly inattentive presentation of ADHD. Regarding neuropsychological attention, deficits were identified in top-down controlled intensity processes as well as in certain components of selectivity and executive functioning.
Conclusion:
This review yields evidence that preterm children exhibit distinct and specific attention deficits during preschool and school age, characterized by a phenotypical clinical and neuropsychological attentional profile. Early identification of these issues is crucial, as it enables timely interventions to support school participation and mitigate the risk of learning difficulties, academic failure, and other secondary complications associated with attention deficits.
