Cognitive predictors of parent rated inattention in very preterm children The role of working memory and processing speed.pdf (2.21 MB)
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Cognitive predictors of parent-rated inattention in very preterm children: The role of working memory and processing speed.

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journal contribution
posted on 19.07.2019, 15:52 by J Retzler, S Johnson, M Groom, C Hollis, H Budge, L Cragg
Inattention is one of the most common neurobehavioral problems following very preterm birth. Attention problems can persist into adulthood and are associated with negative socio-emotional and educational outcomes. This study aimed to determine whether the cognitive processes associated with inattention differ between term-born and very preterm children. Sixty-five children born very preterm (<33+0 weeks' gestation) aged 8-11 years were recruited alongside 48 term-born controls (?37 20 +0 weeks' gestation). Both groups included children with a wide spectrum of parent-rated inattention (above average attention to severe inattention) measured as a continuous dimension using the Strengths and Weaknesses of ADHD and Normal-Behavior (SWAN) scale. The children completed tests to assess basic cognitive processes and executive function. A hierarchical multiple regression analysis was implemented to assess which neurocognitive processes explained variance in parent-rated inattention and whether these differed between preterm and term-born children. In both groups, poorer verbal and visuospatial short-term memory and poorer visuospatial working memory independently explained variance in parent-rated inattention. Slower motor processing speed explained variance in inattention among very preterm children only. The cognitive mechanisms associated with parent-rated inattention were predominantly overlapping between groups, but relationships between motor processing speed and inattention were unique to very preterm children. These associations may reflect risk factors for inattention in term and very preterm children. Future research should assess the efficacy of these cognitive processes as potential targets for intervention.

Funding

This work was supported by the Economic and Social Research Council [grant number 1230421].

History

Citation

Child Neuropsychology, 2018

Author affiliation

/Organisation/COLLEGE OF LIFE SCIENCES/School of Medicine/Department of Health Sciences

Version

VoR (Version of Record)

Published in

Child Neuropsychology

Publisher

Taylor & Francis (Routledge)

eissn

1744-4136

Acceptance date

04/08/2018

Copyright date

2018

Available date

19/07/2019

Publisher version

https://www.tandfonline.com/doi/full/10.1080/09297049.2018.1510908

Notes

Supplemental data for this article can be accessed here https://doi.org/10.1080/09297049.2018.1510908

Language

en

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