Executive functions, child development and social functioning in premature preschoolers: A multi-method approach

Abstract

Thirty-six months is a key time to assess executive functions in premature children. Following an observational, cross sectional-comparative design, 57 children were assessed using development tests, parent reporting, and behavioural observation. The scores are in the average range, although greater vulnerability is observed in the motor skills, and in specific executive functions. The risk factors due to prematurity, sex, and behaviour observed during the assessment are related to achievement. The girls achieve better performance in global and fine motor skills. Lower gestational age is associated with poorer motor skills, and lower weight with linguistics. Parents of those born at higher birth weights or with lower prematurity report less Flexibility and Emotional Control. Data derived from functioning social observation support the results obtained using the development test and from the information provided by the parents. The results support a multi-method assessment at an early age be made part of protocol to reduce the impact of prematurity.