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

ABSTRACT:

Background

Children born preterm are at risk for difficulties in executive function (EF), however there are limited tools to assess EF in young children and it is not fully understood how these early deficits are related to emerging academic skills.

Aims

To examine (a) early EF differences in young children born preterm, (b) how a measure of behavioral self-regulation correlates with other measures of EF in children born preterm, and (c) how this measure relates to academic outcomes in children born preterm.

Study design

Longitudinal cohort study.

Subjects

Thirty-three healthy children born preterm (25-32 weeks gestation) and 14 children born full term were assessed before starting kindergarten at age 5 and again at ages 6 and 7 years.

Outcome measures

E

SUBMITTER: Sawyer C 

PROVIDER: S-EPMC8163146 | biostudies-literature | 2021 Jun

REPOSITORIES: biostudies-literature