Abstract
ABSTRACTInattention 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
Highlights
Very preterm (VP;
Risk of attention-deficit/hyperactivity disorder (ADHD) diagnosis is two–three times greater in VP children compared with children born at term, and mean symptom scores are significantly elevated even where children do not meet the threshold for diagnosis (Jaekel, Wolke, & Bartmann, 2013; Johnson & Marlow, 2011; Johnson et al, 2016)
Social Communication Questionnaire Lifetime version (SCQ) questionnaires for a further five children contained >15% missing data, Multidimensional Anxiety Scale for Children-2 Parent (MASC-2P) questionnaires for three children contained 50% missing data, Strengths and Weaknesses of ADHD and NormalBehavior (SWAN) questionnaires were missing for six VP children, and FSIQ-2 scores were missing for one child
Summary
Very preterm (VP;
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