Early School Progress in <1000g Birthweight Children

出生体重 <1000 克儿童的早期学校进展

• 批准号: 7148515
• 负责人: Hudson Taylor
• 金额: $ 73.27万
• 依托单位: CASE WESTERN RESERVE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-09-01 至 2011-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7148515
• 关键词: academic achievement; behavior prediction; behavioral /social science research tag; child behavior disorders; child psychology; clinical research; developmental psychology; disease /disorder proneness /risk; early experience; educational psychology; executive function; family structure /dynamics; human subject; intelligence tests; learning disorders; longitudinal human study; low birth weight infant human; middle childhood (6-11); neuropsychology; preschool child (1-5); schools; socioenvironment

DESCRIPTION (provided by applicant): Although recent advances in neonatal intensive care have led to dramatic increases in the survival of children with extremely low birth weight or extremely preterm birth (ELBW/EPTB, <1000 g or <28 weeks gestational age), this subset of the children is at the highest risk for risk for learning and behavioral problems. These disorders are of particular concern at school entry, as they forecast long-term educational failure. The primary aims of this study are to: (1) investigate the manifestations and development of learning and behavioral problems during the early school-age years, (2) determine their cognitive basis, with specific focus on deficits in executive functions (EF), and (3) examine the home and school environments as predictors of these outcomes and as moderators of the effects of ELBW/EPTB. To accomplish these aims, we will assess an established birth cohort of children with ELBW/EPTB (n = 150) in kindergarten and follow them across the next two years in school. Consequences of ELBW/EPTB will be determined by comparing the cohort with a matched control group of term-born children (n = 150). We hypothesize that the ELBW/EPTB group, relative to controls, will display more academic deficiencies, higher rates of psychiatric disorders, less engagement in learning and more inappropriate classroom behavior, and less positive learning and behavioral progress over time. We further hypothesize that specific deficits in EF will predict early learning failure, and that environments associated with better learning and behavioral outcomes will buffer the effects of ELBW/EPTB. Innovative features include classroom observations of student and teacher behavior, use of measures of EF designed for younger children, and comprehensive assessments of the home and school environments. The project employs an integrative approach encompassing health and developmental, neuroscience, and educational perspectives. The findings will inform efforts to identify and treat learning disorders in high-risk children at school entry.

描述（由申请人提供）：尽管新生儿重症监护方面的最新进展已导致极低出生体重或极早产（ELBW/EPTB，<1000 g 或 <28 周胎龄）儿童的存活率显着提高，但这部分儿童面临学习和行为问题的风险最高。这些疾病在入学时尤其值得关注，因为它们预示着长期的教育失败。本研究的主要目的是：（1）调查学龄早期学习和行为问题的表现和发展，（2）确定他们的认知基础，特别关注执行功能（EF）的缺陷， (3) 检查家庭和学校环境作为这些结果的预测因素和 ELBW/EPTB 影响的调节因素。为了实现这些目标，我们将评估幼儿园中已建立的 ELBW/EPTB 儿童出生队列 (n = 150)，并在未来两年的学校中对他们进行跟踪。 ELBW/EPTB 的后果将通过将队列与匹配的足月出生儿童对照组 (n = 150) 进行比较来确定。我们假设，相对于对照组，ELBW/EPTB 组随着时间的推移，将表现出更多的学术缺陷、更高的精神疾病发生率、更少的学习参与度和更多不恰当的课堂行为，以及更少的积极学习和行为进步。我们进一步假设 EF 的特定缺陷将预测早期学习失败，而与更好的学习和行为结果相关的环境将缓冲 ELBW/EPTB 的影响。创新功能包括对学生和教师行为的课堂观察、使用为幼儿设计的 EF 措施以及对家庭和学校环境的综合评估。该项目采用了涵盖健康和发展、神经科学和教育观点的综合方法。研究结果将为识别和治疗高危儿童入学时的学习障碍提供信息。