Executive function skills are associated with reading and parent-rated child function in children born prematurely

• Published in: Early human development Vol. 88; no. 2; pp. 111 - 118
• Main Authors: Loe, Irene M, Lee, Eliana S, Luna, Beatriz, Feldman, Heidi M
• Format: Journal Article
• Language: English
• Published: Amsterdam Elsevier Ireland Ltd 01-02-2012; Elsevier
• Subjects: Adolescent; Advanced Basic Science; Age; Biological and medical sciences; CANTAB; Child; Children; Embryology: invertebrates and vertebrates. Teratology; Executive function; Executive Function - physiology; Female; Function; Fundamental and applied biological sciences. Psychology; Gestational age; Humans; Infant, Newborn; Infant, Premature - physiology; Intelligence; Language; Learning; Male; Motor Skills - physiology; Neonatal and Perinatal Medicine; Parent-Child Relations; Parents - psychology; Prematurity; Preterm birth; Reading; Regression analysis; Research Design; Risk factors; Risk groups; spatial memory; SES; ADHD; Child Behavior Checklist; Preterm birth; PT; PSMM; CANTAB; preterm; Stockings of Cambridge; FT; full term; Function; BW; CBCL; GA; gestational age; ELBW; birth weight; EF; SOC; IQ; attention-deficit/hyperactivity disorder; problems solved in minimum moves; Cambridge Neuropsychological Test Automated Battery; Reading; extremely low birth weight; Prematurity; socioeconomic status; intelligence quotient; executive function; Executive function; Human; Premature; Pregnancy disorders; Premature delivery; Child
• ISSN: 0378-3782; 1872-6232
• DOI: 10.1016/j.earlhumdev.2011.07.018

Abstract Background Preterm children are at risk for executive function (EF) problems, which have been linked to behavior and learning problems in full term children. In this study, we examine the relationship between EF and functional outcomes in preterm children. Aim To evaluate (1) EF skills of 9- to 16-year-old children born across the spectrum of gestational age (GA), (2) relationship of degree of prematurity to EF skills, and (3) contributions of EF skills to two functional outcomes — reading scores and parent-rated child function. Method Preterm children < 36 weeks gestation (n = 72) were compared to full term children (n = 42) of similar age, gender and SES, on measures of EF, reading, and parent-ratings of child function. Multiple regression models evaluated contributions to EF skills and functional outcomes. Results Compared to full term controls, preterm children had poorer EF performance on a complex planning and organization task and did not increase planning time as task difficulty increased. Their spatial memory capacity was not different. GA contributed to EF skills, but was mediated by IQ. EF contributed to the variance in reading skills but did not add to the variance in reading when IQ was considered. EF skills significantly contributed to the variance in parent-rated child function, but IQ did not. Conclusion EF skills contribute to measures of functional outcome in this high-risk population. The use of EF skills as an early marker for learning and functional problems and as a target for intervention in children born preterm warrants future study.