Associations of Parental Distress and Behavior with School Readiness in Children Born Very Preterm

Author:

Vrantsidis Daphne M1ORCID,Benkart Rebekah A2,Neel Mary Lauren3ORCID,de Silva Aryanne24,Maitre Nathalie L3ORCID,Taylor H Gerry24

Affiliation:

1. Department of Pediatrics, University of Calgary, Canada

2. Abigail Wexner Research Institute, Nationwide Children’s Hospital , USA

3. Department of Pediatrics, Emory University School of Medicine , USA

4. Department of Pediatrics, The Ohio State University , USA

Abstract

AbstractObjectiveChildren born very preterm (VPT; gestational age [GA] <31 weeks) have robust school readiness difficulties relative to children born full-term (FT; GA ≥37 weeks). This study examined whether four aspects of parental well-being and behavior—distress, harshness, responsiveness and positive control, and cognitive stimulation—were linked to school readiness in a sample of children born VPT <31 weeks GA and whether these characteristics similarly impact VPT and FT children.MethodsParents of 4-year-olds born VPT (n = 55) and FT (n = 38) reported on parental distress, behavior, and cognitive stimulation. Children’s cognition, executive function, motor skills, preacademic abilities, and behavior were assessed via neuropsychological tests and parent-report questionnaires.ResultsFor both groups of children, higher psychological distress and harshness were associated with more behavior problems, and more cognitive stimulation was associated with higher scores on tests of cognitive, motor, and preacademic abilities. More parental distress was associated with lower cognitive ability only for children born VPT and more harshness was associated with lower preacademic skills only for children born FT.ConclusionsIdentifying modifiable family factors associated with school readiness in children born VPT is essential for informing family-based interventions to improve school readiness in this population. Findings suggest that distress, harshness, and cognitive stimulation may be reasonable targets for interventions to improve school readiness in children born VPT.

Funder

Abigail Wexner Research Institute at Nationwide Children’s Hospital

Publisher

Oxford University Press (OUP)

Subject

Developmental and Educational Psychology,Pediatrics, Perinatology and Child Health

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