Resilience and vulnerability in very preterm 4-year-olds

Silva, Aryanne de; Neel, Mary Lauren; Maitre, Nathalie L.; Busch, Tyler; Taylor, H. Gerry

doi:10.1080/13854046.2020.1817565

Cited by 10 publications

(7 citation statements)

References 81 publications

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“…Relative to the children assigned to class 3, those in class 2 performed at somewhat higher levels on tests of cognitive and motor skills but also had higher caregiver ratings of behavior problems. These findings are consistent with research suggesting that some VPT children display age-typical outcomes across multiple developmental domains, while others have either selective or generalized impairments [21,22,[25][26][27]31,41]. Research examining readiness profiles in community samples of kindergarteners or first graders reveals similar findings [9,23,24].…”

Section: Discussionsupporting

confidence: 86%

“…Data from all children who participated in the study were included in the analysis, and the VPT group was similar to other VPT cohorts in terms of mean GA and neonatal complications [31]. However, recruitment did not ensure representativeness relative to the broader VPT population.…”

Section: Discussionmentioning

confidence: 99%

“…As described in studies of resilience and positive adaptation in VPT preschoolers [31,32], VPT children were recruited by contacting families of children treated in the Follow-Up program for a network of neonatal intensive care units affiliated with Nationwide Children's Hospital in Columbus, Ohio USA. To examine outcomes in a higher-risk VPT preschool sample, only children with GA ≤ 30 weeks were included.…”

Section: Samplementioning

confidence: 99%

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School Readiness in 4-Year-Old Very Preterm Children

et al. 2022

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The aims of this study were to identify the aspects of school readiness that best distinguish very preterm (VPT) preschoolers from full-term (FT) controls, determine the extent to which readiness problems in the VPT group reflected global cognitive weaknesses or more specific deficits, and identify distinct profiles of readiness problems. Fifty-three VPT (gestational age ≤ 30 weeks) 4-year-olds were compared to 38 FT (gestational age ≥ 37 weeks) controls on measures of global cognitive ability, executive function, motor skills, early literacy and numeracy, and psychosocial functioning. Latent class analysis (LCA) was also conducted to identify individual readiness profiles. The VPT group had the most pronounced difficulties on tests of spatial and nonverbal cognitive abilities, executive function, motor skills, phonological processing, and numeracy. The VPT group also had sex-related difficulties in processing speed, social functioning, and emotion regulation. These differences were evident in analyses of both continuous scores and rates of deficits. The VPT group’s difficulties in motor skills, and VPT females’ difficulties in social functioning and emotion regulation, were evident even when controlling for global cognitive ability. LCA suggested four profiles of readiness, with the majority of the VPT group assigned to profiles characterized by relative weaknesses in either cognitive abilities or psychosocial functioning or by more global readiness problems. The findings support the need to evaluate multiple aspects of school readiness in VPT preschoolers and inform efforts to design more targeted early educational interventions.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Section: Samplementioning

confidence: 99%

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School Readiness in 4-Year-Old Very Preterm Children

et al. 2022

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“…Children born VPT are at increased risk for educational problems across childhood and adolescence (Allotey et al, 2018;Johnson & Marlow, 2017;Taylor & Anderson, 2022). Risk factors emerge in infancy, such that by the time children born VPT enter preschool, they have higher rates of language, cognitive, executive function, psychosocial, preacademic, and motor delays than children born FT, although many children born VPT do not display school readiness difficulties at preschool entry (de Silva et al, 2021;Hasler & Akshoomoff, 2019;Taylor & Anderson, 2022;Taylor et al, 2019;Woodward et al, 2017). Delays in these domains, and particularly executive function, may persist into childhood, placing children born VPT at higher risk for learning disabilities, lower academic performance in elementary school, and grade retention in elementary and high school (Johnson & Marlow, 2017;Schnider et al, 2020;Stålnacke et al, 2019;Twilhaar et al, 2018Twilhaar et al, , 2020.…”

Section: Educational Outcomes Associated With Preterm Birthmentioning

confidence: 99%

Examining the Remote Learning Experiences of Children Born Very Preterm During the COVID-19 Pandemic

Vrantsidis

Horn

Benkart

et al. 2023

Journal of Early Intervention

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This study examined the remote learning activities children born very preterm (VPT; gestational age ≤ 30 weeks) received, compared with children born full term (FT; gestational age ≥ 37 weeks), during the COVID-19 pandemic. Parents of 5- to 6-year-olds born VPT ( n = 33) and FT ( n = 33) reported on the provision, frequency, and duration of teacher-provided live instruction, educational materials, and homework; and parent-provided educational materials. More kindergarten children born VPT received small group instruction and fewer received large group instruction than FT children. Preschoolers born VPT engaged in parent-provided learning apps, educational videos, and reading activities less frequently or for shorter durations than FT children. Findings suggest that while teachers generally implemented remote learning similarly for children born VPT and FT, parents did not. Children born VPT are at higher risk for educational problems and may benefit from more intensive school- and home-based educational interventions to help offset the impact of school closures.

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“…Resilience develops over time as gene expression and epigenetics are shaped by experiences, especially during sensitive stages of development. The individual traits that allow adaptive or maladaptive behaviors depend on the individual’s neurological capacity [ 41 , 42 , 43 ]. Executive function, also referred to as the brain’s air traffic control system, is strongly influenced by key interactions at an early age [ 44 , 45 ].…”

Section: Neuroscience: Building Health Brainsmentioning

confidence: 99%

Brain-Directed Care: Why Neuroscience Principles Direct PICU Management beyond the ABCs

et al. 2022

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Major advances in pediatric intensive care (PICU) have led to increased child survival. However, the long-term outcomes among these children following PICU discharge are a concern. Most children admitted to PICU are under five years of age, and the stressors of critical illness and necessary interventions can affect their ability to meet crucial developmental milestones. Understanding the neuroscience of brain development and vulnerability can inform PICU clinicians of new ways to enhance and support the care of these most vulnerable children and families. This review paper first explores the evidence-based neuroscience principles of brain development and vulnerability and the impact of illness and care on children’s brains and ultimately wellbeing. Implications for clinical practice and training are further discussed to help optimize brain health in children who are experiencing and surviving a critical illness or injury.

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Resilience and vulnerability in very preterm 4-year-olds

Cited by 10 publications

References 81 publications

School Readiness in 4-Year-Old Very Preterm Children

School Readiness in 4-Year-Old Very Preterm Children

Examining the Remote Learning Experiences of Children Born Very Preterm During the COVID-19 Pandemic

Brain-Directed Care: Why Neuroscience Principles Direct PICU Management beyond the ABCs

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