The social competence of very-low-birthweight children: Teacher, peer, and self-perceptions

Abstract

Whether very-low birthweight (VLBW less than or equal to 1500 gm) children differ from normal birthweight (NBW greater than 2500 gm) children with respect to social (as opposed to intellectual) competence has been a relatively neglected issue. The social competence at school age of 183 VLBW children was therefore compared with that of 183 NBW children born at the same hospital matched for age, gender, social class, parity, and maternal age. A multi-informant, multidefinitional approach to social competence was adopted involving teacher, (same-gender) peer, and self-ratings of the 366 children's levels of social maladjustment, social skill, and peer acceptance. VLBW children from the upper, middle, and lower social classes received significantly higher mean sadness/unhappiness scores (even with IQ covaried) than their NBW counterparts. Mean scores for the VLBW group were also higher for social withdrawal, and lower for both social skill and peer acceptance. Possible antecedents and consequences of such group differences in affect and sociability are suggested.

Do early intervention programmes improve cognitive and motor outcomes for preterm infants after discharge? A systematic review

“…[1][2][3] These neurosensory impairments are complex and often subtle, and may become more obvious at school age. 4,5 Problems with attention and hyperactivity are commonly reported, [6][7][8] and minor motor impairments, classified as developmental coordination disorder, are more prevalent in children born preterm. [9][10][11] Long-term followup studies indicate that at least some impairments persist in young adults born at very low birthweight, resulting in a lower high-school graduation rate compared with those born at term with normal birthweight.…”

Neonatal cardiac vagal tone and school-age developmental outcome in very low birth weight infants

“…At the same time, ®ndings converge on problems in school adjustment for VLBW children (Hoy et al, 1992;Ross et al, 1990;Sykes et al, 1997) especially VLBW boys (e.g., Breslau et al, 1988). And there is a greater need for special educational assistance among VLBW children as reported by researchers (Eilers et al, 1986;Resnick, et al, 1998) and parents (Saigal et al, 1991).…”

“…Behavior problems are likely to emerge when the child is faced with the new daily stressors and challenges concomitant with school entry. Hoy et al (1992) examined teacher, peer, and self-ratings of social adjustment in 183 school-age VLBW children and 183 peers matched on age, gender, and SES. Teachers and peers rated the VLBW children as more unhappy and more socially withdrawn.…”

Self-Concepts and Parental Reports on Children’s Social Skills at Home

“…On this point, Linder (1993) suggests that at home children may be more likely to demonstrate a full range of behaviours from their behavioural repertoires. The location of this study in the home therefore complements the wealth of research with children in schools (e.g., Hoy et al, 1992;Merrell et al, 1993). Although social behaviour at home also influences children's opportunities for learning and development, few studies of social behaviour include direct observation of children's behaviours at home (see Bornholt & Rhodes, 2006;Prior, Smart, Sanson, Pedlow, & Oberkaid, 2001;Stormont, 2001).…”