Parenting behavior at 2 years predicts school‐age performance at 7 years in very preterm children

Treyvaud, Karli; Doyle, Lex W.; Lee, Katherine J.; Ure, Alexandra; Inder, Terrie E.; Hunt, Rod W.; Anderson, Peter J.

doi:10.1111/jcpp.12489

Cited by 92 publications

(84 citation statements)

References 34 publications

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“…Increased recognition of the association of sensitive and responsive parenting with later school-age outcomes suggests that interventions to improve parent–infant interaction might be beneficial 69. However, evidence for the efficacy of post-discharge programmes for enhancing cognitive and developmental outcomes is limited; even where short-term effects have been reported, these are rarely sustained beyond the period of intervention delivery and into school age 70.…”

Section: Implications For Interventionmentioning

confidence: 99%

Early and long-term outcome of infants born extremely preterm

2016

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There is no question that birth at extremely low gestational ages presents a significant threat to an infant's survival, health and development. Growing evidence suggests that gestational age may be conceptualised as a continuum in which births before 28 weeks of gestation (extremely preterm: EP) represent the severe end of a spectrum of health and developmental adversity. Although comprising just 1%-2% of all births, EP deliveries pose the greatest challenge to neonatal medicine and to health, education and social services for the provision of ongoing support for survivors with additional needs. Studying the outcomes of these infants remains critical for evaluating and enhancing clinical care, planning long-term support and for advancing our understanding of the life-course consequences of immaturity at birth. Here we review literature relating to early and long-term neurodevelopmental, cognitive, behavioural and educational outcomes following EP birth focusing on key themes and considering implications for intervention. SURVIVAL AND NEONATAL OUTCOMESNeonatal survival is in continuous evolution, particularly at extremely low gestational ages. Survival at the lowest gestational ages (23-24 weeks) varies in population-based reports, primarily as different countries and hospitals assume contrasting stances as to the provision of active care (figure 1). Data from the USA most vividly demonstrate this variation; 1 survival is highest in situations where more active obstetric and neonatal management is practised.2 Interpreting survival without knowing the proportion of live births for whom active stabilisation was given is impossible and reports need to be explicit with regard to this. Using population data, neonatal survival in England after birth at 22-25 weeks gestation increased by 13% from 39% (95% CI 35% to 43%) in 1995 to 52% (95% CI 49% to 55%) in 2006, 3 and routine data suggest that has continued since. Survival is highly dependent on the place of birth, being better in larger neonatal services which more frequently undertake active care. 4 In contrast, the prevalence of major neonatal morbidities-bronchopulmonary dysplasia, periventricular brain injury, retinopathy of prematurity and sepsis/necrotising enterocolitis-is essentially unchanged, despite continually evolving and less invasive strategies.

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Section: Implications For Interventionmentioning

confidence: 99%

Early and long-term outcome of infants born extremely preterm

2016

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“…29,38,72–74,110 Families of preterm children are more likely to experience higher levels of stress and to have fewer socio-economic resources. 111,112 Given that children born preterm already have neural and physiological vulnerabilities, they may be even more vulnerable to the deleterious effects of these stressors.…”

Section: Effects Of Preterm Birth On Executive Functionmentioning

confidence: 99%

Executive function in children born preterm: Risk factors and implications for outcome

Taylor

Clark

2016

Seminars in Perinatology

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Executive function (EF) refers to the set of cognitive processes involved in the self-regulation of emotion and goal-directed behavior. These skills and the brain systems that support them develop throughout childhood and are frequently compromised in preterm children, even in those with broadly average global cognitive ability. Risks for deficits in EF in preterm children, and attendant problems in learning and psychosocial functioning, are higher in those with more extreme prematurity, neonatal complications, and related brain abnormalities. Associations of higher levels of EF with more supportive home and school environments suggest a potential for attenuating these risks, especially with early identification. Further research is needed to understand how deficits in EF evolve in preterm children, refine assessment methods, and develop interventions that either promote the development of EF in this population or help children to compensate for these weaknesses.

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“…In small children, parental demandingness characterizes the level of a parent's expectations of the child and whether or not these expectations are developmentally commensurate to the child's ability (Barrera, Cunningham, & Rosenbaum, ; Barrera, Rosenbaum, & Cunningham, ; Baumrind, ; Feldman, Eidelman, Sirota, & Weller, ; Herd, Whittingham, Sanders, Colditz, & Boyd, ; Melnyk et al, ; Smith, Brooks‐Gunn, Kohen, & McCarton, ). Parental responsivity is often synonymous with parental sensitivity and characterizes how well the parent reads a child's verbal and non‐verbal cues (Barrera, Cunningham, & Rosenbaum, ; Barrera, Rosenbaum, & Cunningham, ; Baumrind, ; Baumrind, ; Johnson et al, ; Maupin & Fine, ; Smith et al, ; Smith, Landry, & Swank, ; Treyvaud et al, ; Treyvaud et al, ; Vinall, Miller, Synnes, & Grunau, ). Although authors may use different words to describe these axes, these eight major style domains are consistent across published literature.…”

Section: Introductionmentioning

confidence: 99%

Parenting style impacts cognitive and behavioural outcomes of former preterm infants: A systematic review

Neel

Stark

Maitre

2018

Child

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We sought to evaluate published evidence in aggregate regarding the impact of parenting style on the cognitive and behavioural outcomes of former preterm infants. We searched 5 databases using germane MeSH terms. Parenting style was defined as any descriptor of parenting using ≥2 dimensions on published parenting axes. We evaluated studies for quality of evidence and strength of recommendations using standardized tools and categorized summative recommendations by parenting axis and child outcome. Twenty-seven articles met our inclusion criteria. Parental responsivity is the only parenting axis strongly associated with both improved child cognition and behaviour. Parental demandingness is associated only with improved child cognition, and parental warmth and rejection are associated only with child behaviour. Parental coercion is not associated with subsequent child outcomes. Parental responsivity may be essential in optimizing neurodevelopment in former preterm infants. More targeted studies are needed to inform this relationship and identify opportunities for intervention.

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Parenting behavior at 2 years predicts school‐age performance at 7 years in very preterm children

Cited by 92 publications

References 34 publications

Early and long-term outcome of infants born extremely preterm

Early and long-term outcome of infants born extremely preterm

Executive function in children born preterm: Risk factors and implications for outcome

Parenting style impacts cognitive and behavioural outcomes of former preterm infants: A systematic review

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