1. Objectifs

Intentions :
« The purpose of the study was to test the likelihood of such an indirect link through intellectual and neuromotor problems. » (p. 1)

2. Méthode

Échantillon/Matériau :
« At age 7 years, the behavior problems of 61 EP/VLBW [extremely preterm / very low birth weight] children (71% of the 5 years 9 months sample) were assessed in their school environment. » (p. 2)

Instruments :
- « The neuromotor development index was obtained by the Huttenlocher neurological task test. » (p. 2)
- « Intellectual development was measured using the McCarthy Scales of Children’s Abilities. » (p. 3)
- « Behaviors were assessed by peers, teachers, and parents. Peer assessments were made using a French version of the Revised Class Play (RCP). » (p. 3)
- « Teachers completed the French version of the Teacher Report Form (TRF). » (p. 3)
- « The parents completed the French version of the Child Behavior Checklist (CBCL). » (p. 3)
Type de traitement des données :
Analyse statistique

3. Résumé

« We tested the hypothesis that prematurity acts through its association with neuromotor and intellectual functioning to explain behavior problems at school age. Sixty-one extremely preterm (EP) very low birth weight (VLBW) children (< 29 wk and < 1500 g) born in 1987±1990 and 44 normal birth weight children (NBW) (> 37 wk and > 2500 g) were matched for age, sex, and socioeconomic status (SES). Mediator variables were evaluated at a hospital at 5 years and 9 months. Behaviors were evaluated at school at 7 years by peers, teachers, and parents. When compared with NBW children, EP/VLBW children had poorer IQ and neuromotor development. At school, EP/VLBW children were evaluated by peers as more sensitive/isolated, and by teachers and parents as more inattentive and hyperactive than NBW. When mediators were introduced, the previously significant relation between prematurity and behavior problems disappeared. Hyperactive and inattentive behaviors were explained by a specific working memory factor for the latter, and by a general intellectual delay for the former, whereas sensitive/isolated behaviors were best explained by neuromotor delays. Inattentive behaviors were also related to family adversity. At school age, extreme prematurity had thus an indirect effect on behaviors via specific and nonspecific intellectual and neuromotor delays. » (p. 1)