Mathematics abilities associated with adaptive functioning in preschool children born preterm.

IF 1.6 3区 心理学 Q3 CLINICAL NEUROLOGY Child Neuropsychology Pub Date : 2024-02-01 Epub Date: 2023-03-20 DOI:10.1080/09297049.2023.2191942
Leanne Tamm, Kelly A McNally, Mekibib Altaye, Nehal A Parikh
{"title":"Mathematics abilities associated with adaptive functioning in preschool children born preterm.","authors":"Leanne Tamm, Kelly A McNally, Mekibib Altaye, Nehal A Parikh","doi":"10.1080/09297049.2023.2191942","DOIUrl":null,"url":null,"abstract":"<p><p>It is well known that infants born very preterm (VPT) often demonstrate deficits in mathematical abilities in early childhood which are associated with poorer academic outcomes. Mathematic skills are also critical for other areas of functioning. However, it is not known whether mathematics skills are associated with adaptive functioning in children born preterm. Infants born at ≤31 weeks gestation and full term were recruited at birth and followed over time. At the 36-month corrected age assessment, children were administered the Early Number Concepts subtest of the Differential Abilities Scale, Second Edition, and caregivers completed the Adaptive Behavior Assessment System, Third Edition. After controlling for age, sex, cognitive abilities, and caregiver education, performance on the mathematics measure was uniquely and positively associated with adaptive behavior for preschool children in the VPT group only. Exploratory analyses revealed this association to be specifically related to the Practical and Social composites. Knowledge of concepts of number and quantity were associated with better adaptive functioning, particularly for behaviors related to functioning at home and in the community and play/social functioning, for children born VPT. Although replication is warranted, it would appear that mathematical skills may be an important early intervention target for children born VPT.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"315-328"},"PeriodicalIF":1.6000,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10509309/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child Neuropsychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/09297049.2023.2191942","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/3/20 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"CLINICAL NEUROLOGY","Score":null,"Total":0}
引用次数: 0

Abstract

It is well known that infants born very preterm (VPT) often demonstrate deficits in mathematical abilities in early childhood which are associated with poorer academic outcomes. Mathematic skills are also critical for other areas of functioning. However, it is not known whether mathematics skills are associated with adaptive functioning in children born preterm. Infants born at ≤31 weeks gestation and full term were recruited at birth and followed over time. At the 36-month corrected age assessment, children were administered the Early Number Concepts subtest of the Differential Abilities Scale, Second Edition, and caregivers completed the Adaptive Behavior Assessment System, Third Edition. After controlling for age, sex, cognitive abilities, and caregiver education, performance on the mathematics measure was uniquely and positively associated with adaptive behavior for preschool children in the VPT group only. Exploratory analyses revealed this association to be specifically related to the Practical and Social composites. Knowledge of concepts of number and quantity were associated with better adaptive functioning, particularly for behaviors related to functioning at home and in the community and play/social functioning, for children born VPT. Although replication is warranted, it would appear that mathematical skills may be an important early intervention target for children born VPT.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
早产学龄前儿童的数学能力与适应性功能。
众所周知,极早产儿(VPT)在儿童早期往往表现出数学能力缺陷,这与较差的学业成绩有关。数学技能对其他功能领域也至关重要。然而,尚不清楚数学技能是否与早产儿童的适应功能有关。≤31岁时出生的婴儿 妊娠周和足月在出生时被招募,并随着时间的推移进行随访。在36个月的校正年龄评估中,儿童接受了第二版差异能力量表的早期数字概念子测验,照顾者完成了第三版适应性行为评估系统。在控制了年龄、性别、认知能力和照顾者教育后,仅在VPT组中,数学测量的表现与学龄前儿童的适应行为独特且正相关。探索性分析表明,这种关联与实践和社会复合物特别相关。对数量和数量概念的了解与更好的适应功能有关,特别是与家庭和社区功能以及VPT出生儿童的游戏/社交功能有关的行为。尽管复制是有必要的,但似乎数学技能可能是VPT出生儿童的重要早期干预目标。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Child Neuropsychology
Child Neuropsychology 医学-临床神经学
CiteScore
4.10
自引率
9.10%
发文量
71
审稿时长
>12 weeks
期刊介绍: The purposes of Child Neuropsychology are to: publish research on the neuropsychological effects of disorders which affect brain functioning in children and adolescents, publish research on the neuropsychological dimensions of development in childhood and adolescence and promote the integration of theory, method and research findings in child/developmental neuropsychology. The primary emphasis of Child Neuropsychology is to publish original empirical research. Theoretical and methodological papers and theoretically relevant case studies are welcome. Critical reviews of topics pertinent to child/developmental neuropsychology are encouraged. Emphases of interest include the following: information processing mechanisms; the impact of injury or disease on neuropsychological functioning; behavioral cognitive and pharmacological approaches to treatment/intervention; psychosocial correlates of neuropsychological dysfunction; definitive normative, reliability, and validity studies of psychometric and other procedures used in the neuropsychological assessment of children and adolescents. Articles on both normal and dysfunctional development that are relevant to the aforementioned dimensions are welcome. Multiple approaches (e.g., basic, applied, clinical) and multiple methodologies (e.g., cross-sectional, longitudinal, experimental, multivariate, correlational) are appropriate. Books, media, and software reviews will be published.
期刊最新文献
Development of inattention and executive dysfunction in youth with spina bifida: condition severity variables as predictors. Evidence of validity of the Head-Toes-Knees-Shoulders Revised (HTKS-R) for Brazilian children. Neurocognitive outcomes following intracerebral hemorrhage in childhood. The relationship between executive functions and mathematics achievements in early-grade elementary students. Learning from those who thrive: protective factors and neuroimaging markers in adolescents with complex congenital heart disease and with a favorable neurodevelopmental profile.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1