TY - JOUR
T1 - Executive function training in very preterm children: a randomized controlled trial
T2 - a randomized controlled trial
AU - van Houdt, Carolien A.
AU - van Wassenaer-Leemhuis, Aleid G.
AU - Oosterlaan, Jaap
AU - Königs, Marsh
AU - Koopman-Esseboom, Corine
AU - Laarman, A. R. C. leste
AU - van Kaam, Anton H.
AU - Aarnoudse-Moens, Cornelieke S. H.
N1 - Publisher Copyright: © 2020, The Author(s).
PY - 2021/5/1
Y1 - 2021/5/1
N2 - Objective of the current study was to assess whether game-formatted executive function (EF) training, is effective in improving attention, EF and academic performance in very preterm and/or extremely low birthweight children aged 8–12 years. A multi-center, double-blind, placebo- and waitlist controlled randomized trial (NTR5365) in two academic hospitals in The Netherlands was performed. Eighty-five very preterm children with parent-rated attention problems on the Child Behavior Checklist were randomized to one of three treatment conditions: EF training, placebo training or waitlist condition. EF or placebo training was completed at home (6 weeks, 25 sessions of 30–45 min each). At baseline, 2 weeks after training or being on the waitlist, and five months after first follow-up visit, children underwent assessments of primary outcomes (parent and teacher ratings of attention) and secondary outcomes (parent and teacher ratings of daily-life EF, computerized EF tasks and academic performance). Linear mixed model analyses were performed for all outcome measures. There were no significant differences in improvement over time on parent- and teacher ratings of attention, parent- and teacher ratings of daily-life EF, computerized EF tasks, and academic performance (arithmetic and reading) between the EF training, placebo training and waitlist condition. In conclusion, game-formatted EF training does not improve attention, EF or academic performance in very preterm children with parent-rated attention problems.
AB - Objective of the current study was to assess whether game-formatted executive function (EF) training, is effective in improving attention, EF and academic performance in very preterm and/or extremely low birthweight children aged 8–12 years. A multi-center, double-blind, placebo- and waitlist controlled randomized trial (NTR5365) in two academic hospitals in The Netherlands was performed. Eighty-five very preterm children with parent-rated attention problems on the Child Behavior Checklist were randomized to one of three treatment conditions: EF training, placebo training or waitlist condition. EF or placebo training was completed at home (6 weeks, 25 sessions of 30–45 min each). At baseline, 2 weeks after training or being on the waitlist, and five months after first follow-up visit, children underwent assessments of primary outcomes (parent and teacher ratings of attention) and secondary outcomes (parent and teacher ratings of daily-life EF, computerized EF tasks and academic performance). Linear mixed model analyses were performed for all outcome measures. There were no significant differences in improvement over time on parent- and teacher ratings of attention, parent- and teacher ratings of daily-life EF, computerized EF tasks, and academic performance (arithmetic and reading) between the EF training, placebo training and waitlist condition. In conclusion, game-formatted EF training does not improve attention, EF or academic performance in very preterm children with parent-rated attention problems.
KW - Arithmetic
KW - Attention
KW - Behavior
KW - Intervention
KW - Premature
KW - Reading
UR - http://www.scopus.com/inward/record.url?scp=85085373009&partnerID=8YFLogxK
U2 - https://doi.org/10.1007/s00787-020-01561-0
DO - https://doi.org/10.1007/s00787-020-01561-0
M3 - Article
C2 - 32458091
SN - 1018-8827
VL - 30
SP - 785
EP - 797
JO - European child & adolescent psychiatry
JF - European child & adolescent psychiatry
IS - 5
ER -