Executive functioning impairments in premature children: Implications for neuropsychological research and classroom intervention.

Abstract

Event Abstract Back to Event Executive functioning impairments in premature children: Implications for neuropsychological research and classroom intervention. Ashlee R. Loughan1* and Lauren A. Serpati2 1 Walden University, College of Social and Behavioral Sciences School of Psychology, United States 2 George Mason University, College of Education and Human Development, United States The premature birth rate has increased by 30 percent since the 1980’s, resulting in more than 500 thousand premature births annually [4]. Research indicates that preterm infants are at risk for persistent impairments in cognitive development [5],[6]. These impairments include executive functioning (EF) deficits, which subsequently result in learning challenges during the school years [1],[3]. Along with EF deficits, preterm birth also effects the structural development of the brain [2]. Recent MRI studies have linked prematurity with structural brain abnormalities including ventricular enlargement; white matter damage; thinning of the corpus callosum; delayed myelination; smaller basal ganglia, amygdala, and corpus collosum; along with decreased hippocampal formation [2],[5]. Educational research additionally reveals that most low birth weight children will at some point in their academic career receive special education services if not provided continuous assistance. As a result, an investigation identifying the relationship between EF deficits and the underpinning brain irregularities in preterm children is proposed. Determining the cognitive challenges of premature children at a young age is essential for their success in both school and beyond. More investigations correlating brain region impairments to EF may assist in predicting later cognitive obstacles. Thus, detecting precise abnormalities from birth might enhance psychologist and educator abilities to effectively develop early treatment interventions in those challenged by EF demands during the academic years. Researchers in both the fields of education and neuroscience are urged to inform themselves about this high-risk, yet marginally understood group, so that clinicians, teachers, and service providers can look to the future and effectively manage the EF deficits observed by this population in school settings.