Stability of executive function in children born at risk of neonatal hypoglycemia.

IF 1.6 3区 心理学 Q3 CLINICAL NEUROLOGY
Darren W T Dai, Gavin T L Brown, Nike Franke, Gregory D Gamble, Christopher J D McKinlay, Samson Nivins, Rajesh Shah, Trecia A Wouldes, Jane E Harding
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Abstract

Executive function plays an important role in promoting learning and social-emotional development in children. Neonatal hypoglycemia associates with executive function difficulties at 4.5 years, but little is known about the development of executive function over time in children born at risk of neonatal hypoglycemia. We aimed to describe the stability of executive function from early to mid-childhood in children born at risk of neonatal hypoglycemia and its association with neonatal hypoglycemia. Participants in a prospective cohort study of infants born at risk for neonatal hypoglycemia were assessed at ages 2, 4.5, and 9-10 years. We assessed executive function with batteries of performance-based and questionnaire-based measures, and classified children into one of four stability groups (persistent typical, intermittent typical, intermittent difficulty, and persistent difficulty) based on dichotomized scores (typical versus low at each age). Multinomial logistic regression was used to determine the associations between neonatal hypoglycemia and executive function stability groups. Three hundred and nine children, of whom 197 (64%) experienced neonatal hypoglycemia were assessed. The majority of children had stable and typical performance-based (63%) and questionnaire-based (68%) executive function across all three ages. Around one-third (30-36%) of children had transient difficulties, and only a few (0.3-1.9%) showed persistent difficulties in executive function at all ages. There was no consistent evidence of an association between neonatal hypoglycemia and the stability of executive function. Neonatal hypoglycemia does not appear to predict a specific pattern of development of executive function in children born at risk.

新生儿低血糖风险儿童执行功能的稳定性。
执行功能在促进儿童学习和社会情感发展中起着重要作用。新生儿低血糖与4.5岁时的执行功能困难有关,但对于有新生儿低血糖风险的儿童随着时间的推移执行功能的发展知之甚少。我们的目的是描述在新生儿低血糖风险中出生的儿童从童年早期到中期的执行功能稳定性及其与新生儿低血糖的关系。在一项针对新生儿低血糖风险的前瞻性队列研究中,参与者在2岁、4.5岁和9-10岁时被评估。我们用基于表现和基于问卷的一系列测量来评估执行功能,并根据二分类得分(每个年龄的典型与低)将儿童分为四个稳定性组(持续性典型、间歇性典型、间歇性困难和持续性困难)之一。使用多项逻辑回归来确定新生儿低血糖与执行功能稳定性组之间的关系。对309名儿童进行了评估,其中197名(64%)出现了新生儿低血糖。大多数儿童在所有三个年龄段都有稳定和典型的基于表现(63%)和基于问卷(68%)的执行功能。大约三分之一(30-36%)的儿童有短暂的困难,只有少数(0.3-1.9%)的儿童在所有年龄段都表现出执行功能的持续困难。没有一致的证据表明新生儿低血糖与执行功能的稳定性之间存在关联。新生儿低血糖似乎并不能预测高危儿童执行功能发育的特定模式。
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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.
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