Behavioral and Emotional Adjustment of Teenagers in Mainstream School Who Were Born Before 29 Weeks’ Gestation

Gardner, Frances; Johnson, Ann; Yudkin, Patricia; Bowler, Ursula; Hockley, Christine; Mutch, Lesley; Wariyar, Unni

doi:10.1542/peds.2003-0763-l

Cited by 88 publications

(82 citation statements)

References 42 publications

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“…In particular, the use of self-report versus informant ratings can produce widely different outcomes. [16,17] The majority of studies have used behavioural screening questionnaires as these are cost and time efficient for large-scale investigations. Two have emerged as the most popular assessment tools facilitating international and cross-cultural comparisons: the Achenbach System of Empirically Based Assessment (ASEBA) [18], comprising the Child Behavior Checklist (CBCL), Teacher's Report Form (TRF) and Youth Self-Report (YSR), and the Strengths and Difficulties Questionnaire (SDQ) [19] comprising parent, teacher and self-report scales.…”

Section: Methodsological Considerationsmentioning

confidence: 99%

“…However, there are notable exceptions in some studies in which no significant differences were found. [27,76] Furthermore, where teenagers self-reported, some found higher anxious/depressed or emotional scores [17,77] while others did not find any differences compared to full term controls. [16,24] Thus emotional problems are more likely to be rated by parents or teachers than by the teenagers themselves.…”

Section: Emotional Disordersmentioning

confidence: 96%

mentioning

confidence: 99%

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Behavioural outcomes and psychopathology during adolescence

Johnson¹,

Wolke²

2013

Early Human Development

128

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Preterm birth is associated with an increased risk of residual neurodevelopmental disability and cognitive impairment. These problems are closely associated with psychiatric disorders and thus it is unsurprising that preterm birth also confers high risk for poor long-term mental health. The risk associated with preterm birth is not a general one, but appears to be specific to symptoms and disorders associated with anxiety, inattention and social and communication problems, and manifest in a significantly higher prevalence of emotional disorders, ADHD and Autism. Adolescence is a key period for mental health and studies have shown that problems evident in childhood persist over this time and are more stable among preterm individuals than term-born peers. There is also modest evidence for an increased prevalence of psychotic symptoms in preterm adolescents. The high prevalence of psychiatric disorders, present in around 25% of preterm adolescents, requires long term screening and intervention.Keywords: preterm; behavior; autism spectrum disorders; ADHD; anxiety; psychiatric disorders. documented the continuing rise in global preterm birth rates and highlighted prematurity as a major cause of long term loss of human potential amongst survivors throughout the world. With concurrent improvements in survival rates for babies born at extremely low gestations [2], growing numbers of children will exert increasing demands on schools, societies and healthcare systems in coming years. An understanding of the long term sequelae of preterm birth is important for the provision of appropriate ongoing care for individuals and for service planning at the population level.This is the case not just for neonatal services, but also for child and adolescent mental health services and education systems. Preterm birth is associated with a high risk of residual disability across multiple functional domains which affects individuals throughout their lifespan.[3] Whilst severe neurosensory disabilities were once thought to be the major adverse outcomes, populationbased cohort studies have shown that cognitive deficits and behaviour, social and emotional problems are far more prevalent and account for a substantial proportion of long term impairment.[4-6] Increasingly, it is recognised that these problems are not confined to a small cluster of individuals with the most severe adverse outcomes but affect a large proportion of preterm survivors to a greater or lesser degree. In this paper we review literature pertaining to the nature and severity of behaviour, emotional and social problems and psychiatric disorders in adolescents born preterm. Adolescence and mental healthAdolescence is typically determined using chronological age and is defined by the World HealthOrganisation as the period from 10 to 19 years of age. It is a time of rapid growth and development marking the transition from childhood to adulthood, during which individuals experience major physical, social and emotional changes. The biological and physical maturation a...

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Section: Methodsological Considerationsmentioning

confidence: 99%

Section: Emotional Disordersmentioning

confidence: 96%

mentioning

confidence: 99%

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Behavioural outcomes and psychopathology during adolescence

Johnson¹,

Wolke²

2013

Early Human Development

128

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“…The social development of children born extremely preterm is problematic (Gardner, Johnson, Yudkin, & al., 2004;Msall & Park, 2008). Problems in affective and behavioural regulation as well as impoverished social skills are common.…”

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confidence: 99%

How do you think she feels? Vulnerability in empathy and the role of attention in school‐aged children born extremely preterm

Campbell

Horlin

Reid

et al. 2015

British J of Dev Psycho

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The aim of this study was to examine empathic competence in children born extremely preterm (EP, <28 weeks) given vulnerabilities in social relationships. Empathy in typically developing children is mediated by executive functions. Executive functioning is also impaired in preterm children. Of particular interest in this paper are the attentional components of executive functioning as mediators of empathic development. Thirty-two 7 year-old EP children and 40 age-matched term children participated in the Project K.I.D.S program and completed the K.I.D.S Empathy Development Scale (KEDS), WechslerIntelligence Scale for Children (WISC-IV) and Test of Everyday Attention for Children (TEA-Ch). Children born extremely preterm exhibited poorer performance on all measures.The mediating role of attention in empathy competence was not supported by mediation modeling when FSIQ was controlled. As predicted, the EP group showed weaker empathic development relative to typically developing children. They also shower poorer attentional abilities. However, the effect of preterm birth on empathy was not mediated by executivelevel attention. The cognitive mechanisms underpinning poor empathy competence in EP children remain unclear. Future research needs to examine the role of inhibition, socialemotional recognition and regulation. 1The social development of children born extremely preterm is problematic (Gardner, Johnson, Yudkin, & al., 2004;Msall & Park, 2008). Problems in affective and behavioural regulation as well as impoverished social skills are common. Indeed, frank social pathology in this group is evidenced with high risk of autism spectrum features and up to 8% of children born extremely preterm are expected to meet the diagnostic criteria for Autism Spectrum Disorder (ASD), relative to 1% in the general population (CDC, 2006;Meyer, Yee, & Feldon, 2007;Movas & Paneth, 2012). Children born extremely preterm are also reported to have a 2.64 fold risk of receiving an ADHD diagnosis (Bhutta, Cleves, Casey, Cradock, & Anand, 2002). More broadly though, the social difficulties experienced by children born extremely preterm are more prevalent than the incidence of socialcommunication disorders per se. For example, gaze aversion, poor attention to social cues, and fewer social initiation behaviours have been noted in infants as young as four months of age and through their toddler years (Assel et al., 2002;De Schuymer, De Groote, Desoete, & Roeyers, 2011;Farooqi, Hagglof, Sedin, & al., 2007;Landry, Smith, Miller-Loncar, & Swank, 1997;Spittle, Orton, Doyle, & Boyd, 2009). School-aged children born extremely preterm are more likely to exhibit immature social skills with higher incidence of peer problems, difficulty initiating and maintaining friendships, and difficulties interpreting group dynamics and social cues (Anderson & Doyle, 2003;Bhutta et al., 2002;Chapieski & Evankovich, 1997;Hack, 2009; Hille et al., 2001;Msall & Park, 2008;Nadeau, Tessier, Boivin, Lefebvre, & Robaey, 2003;Samara, Marlow, Wolke, & Group, 2008;W...

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“…There has also been an increased awareness of the vulnerability of adolescent and adult survivors of very and extremely preterm birth to increased rates of behavior and mental health disorders (Gardner et al 2004). This is highlighted in Table 4.…”

Section: Behavioral/emotional Disordersmentioning

confidence: 99%

Life Course Health Development Outcomes After Prematurity: Developing a Community, Clinical, and Translational Research Agenda to Optimize Health, Behavior, and Functioning

Msall

Sobotka

Dmowska

et al. 2017

Handbook of Life Course Health Development

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Long-term survival for infants born extremely prematurely (<28 weeks of gestation) and extremely low birth weight (<1000 g) has increased dramatically due to obstetrical and neonatal advances. However, poverty, inequality, and resulting health disparities are significant contributors to women who give birth to preterm infants and also impact their children’s healthy development and education. While the vast majority of survivors of extreme prematurity do not have the most severe forms of neurodevelopmental disability (i.e., cerebral palsy, blindness, sensorineural hearing loss >55 dB, and intellectual disability), half of survivors can be expected to require special education services at kindergarten entry and during their school years. In addition, there are also high rates of health disparities in the prevalence of preterm birth across the spectrum of gestations including very preterm (28–31 weeks), moderate preterm (32–33 weeks), and late preterm births (34–36 weeks). Life course health development offers a valuable framework for examining how complex medical and social adversities that impact a mother’s health can also impact their child’s health and developmental trajectories. A better understanding of the cumulative impact of protective factors and other buffers that can support prenatal and postnatal parental and child health will provide important insights into how to promote greater resiliency and optimal health development. This population-based information can provide ongoing data for thriving developmental health trajectories for vulnerable preterm survivors with respect to physical, behavioral, and social health outcomes. Though premature infants who receive comprehensive early intervention and preschool educational supportive services have improved outcomes at kindergarten entry, school-age survivors, even those escaping major neurodevelopmental diagnoses, have challenges which impact attention, behavioral regulation, academic achievement, and social skills compared to their full-term peers. Unfortunately, many essential services that can contribute to better outcomes are unnecessarily fragmented and not systematically implemented to provide preventive interventions that optimize health, learning, executive function, social, and adaptive competencies. These cumulative medical, developmental, and social risks among preterm survivors adversely impact long-term adult physical and behavioral health, educational attainment, and social participation. In order to address these disparities, more precise, population-based, health development interventions aimed at optimizing physical and behavioral health, educational achievement, and adaptive competencies will be required. We recommend research strategies to inform our efforts for improving life course outcomes.

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Behavioral and Emotional Adjustment of Teenagers in Mainstream School Who Were Born Before 29 Weeks’ Gestation

Cited by 88 publications

References 42 publications

Behavioural outcomes and psychopathology during adolescence

Behavioural outcomes and psychopathology during adolescence

How do you think she feels? Vulnerability in empathy and the role of attention in school‐aged children born extremely preterm

Life Course Health Development Outcomes After Prematurity: Developing a Community, Clinical, and Translational Research Agenda to Optimize Health, Behavior, and Functioning

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