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Title: Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes
Authors: Johnson, Samantha
Strauss, Vicky Y-C.
Gilmore, Camilla K.
Jaekeld, Julia
Marlow, Neil
Wolke, Dieter
Keywords: Extremely preterm
Learning disabilities
Reading
Mathematics
Special educational needs
Academic attainment
Issue Date: 2016
Publisher: © Elsevier
Citation: JOHNSON, S. ...et al., Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes. Early Human Development, 103, pp. 69-75.
Abstract: Background: Children born extremely preterm are at high risk for intellectual impairment, learning disabilities, executive dysfunction and special educational needs, but little is understood about the comorbidity of intellectual and learning disorders in this population. Aims: This study explored comorbidity in intellectual disability (ID) and learning disabilities (LD) in children born extremely preterm (EP; <26+0 weeks’ gestation). Subjects and study design: A UK national cohort of 161 EP children and 153 term-born controls without neurosensory impairments was assessed at 11 years of age (the EPICure Study). Outcome measures: IQ, mathematics and reading attainment, executive function, visuospatial processing and sensorimotor skills were assessed using standardised tests, and curriculum-based attainment and special educational needs (SEN) using teacher reports. Results: Overall, 75 (47%) EP children and 7 (4.6%) controls had ID or LD (RR 10.12; 95% CI 4.81, 21.27). Comorbidity in ID/LD was more common among EP children than controls (24% vs. 0%). EP children with comorbid ID/LD had significantly poorer neuropsychological abilities and curriculum-based attainment than EP children with isolated or no disabilities. LD were associated with a 3 times increased risk for SEN. However, EP children with ID alone had poorer neuropsychological abilities and curriculum-based attainment than children with no disabilities, yet there was no increase in SEN provision among this group. Conclusions: EP children are at high risk for comorbid intellectual and learning disabilities. Education professionals should be aware of the complex nature of EP children’s difficulties and the need for multi-domain assessments to guide intervention.
Description: This paper is in closed access until August 2017.
Version: Accepted for publication
DOI: 10.1016/j.earlhumdev.2016.07.009
URI: https://dspace.lboro.ac.uk/2134/22189
Publisher Link: http://dx.doi.org/10.1016/j.earlhumdev.2016.07.009
ISSN: 1872-6232
Appears in Collections:Closed Access (Mathematics Education Centre)

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