Learning and Behavioral—Emotional Problems of Children Born Preterm at Second Grade

Abstract

A longitudinal prospective study examined the question, “which child and family factors discriminate between children born preterm who are characterized by the presence or absence of learning or behavioral-emotional problems at second grade?” Assessments were completed during the child's hospital stay at birth, at 4, 8, and 24 months, and 8 years of age for 68 children born preterm and their mothers. Discriminant analyses identified the variables that statistically maximized the differentiation between two groups of children defined to exhibit or not exhibit school age problems. Three categories of discriminators were used in the analyses: infant status, family interactive quality, and family context. The three significant discriminators were variables from the family categories. The results of this study highlight the importance of understanding the presence or absence of school age problems from a multivariate model of development that takes into account the quality of the child's interactions within the family during early childhood and school age and the current stress levels in the family context.