TY - JOUR
T1 - Attention Problems of Very Preterm Children Compared with Age-Matched Term Controls at School-Age
AU - de Kieviet, J.F.
AU - van Elburg, R.M.
AU - Lafeber, H.N.
AU - Oosterlaan, J.
PY - 2012
Y1 - 2012
N2 - Objectives: To clarify the severity, specificity, and neurocognitive underpinnings of attention problems in very preterm children. Study design: A sample of 66 preterm (<32 weeks gestation), mean (SD) age 7.5 (0.4) years, and 66 age-matched term controls participated. Symptoms of inattention were assessed using parent and teacher-rated questionnaires, and neurocognitive measures included speed and consistency in speed of information processing, lapses of attention (tau), alerting, orienting, and executive attention, as well as verbal and visuospatial working memory. Group differences were investigated using ANOVA, and Sobel tests were used to clarify the mediating role of neurocognitive impairments on attention problems. Results: There was a large decrease in visuospatial working memory abilities (P <.001, d =.87), and medium increases in tau (P =.002, d = 0.55) as well as parent and teacher ratings of inattention (range d = 0.40-0.56) in very preterm children compared with term peers. Tau and visuospatial working memory were significant predictors of parent (R
AB - Objectives: To clarify the severity, specificity, and neurocognitive underpinnings of attention problems in very preterm children. Study design: A sample of 66 preterm (<32 weeks gestation), mean (SD) age 7.5 (0.4) years, and 66 age-matched term controls participated. Symptoms of inattention were assessed using parent and teacher-rated questionnaires, and neurocognitive measures included speed and consistency in speed of information processing, lapses of attention (tau), alerting, orienting, and executive attention, as well as verbal and visuospatial working memory. Group differences were investigated using ANOVA, and Sobel tests were used to clarify the mediating role of neurocognitive impairments on attention problems. Results: There was a large decrease in visuospatial working memory abilities (P <.001, d =.87), and medium increases in tau (P =.002, d = 0.55) as well as parent and teacher ratings of inattention (range d = 0.40-0.56) in very preterm children compared with term peers. Tau and visuospatial working memory were significant predictors of parent (R
U2 - 10.1016/j.jpeds.2012.05.010
DO - 10.1016/j.jpeds.2012.05.010
M3 - Article
SN - 0022-3476
VL - 161
SP - 824
EP - 829
JO - Journal of Pediatrics
JF - Journal of Pediatrics
IS - 5
ER -