Examining the relationship between performance-based and questionnaire assessments of executive function in young preterm children: Implications for clinical practice

Sari O’Meagher, Kimberley Norris, Nenagh Kemp, Peter Anderson

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The aim of this study was to determine whether specific performance-based executive function assessment tools were associated with executive functioning in everyday life as reported by parents and teachers of four- to five-year-old preterm and term children. At the age of 4 years, 141 preterm children born <33 weeks’ gestation and 77 term children were assessed using performance-based intelligence (WPPSI-III) and executive function (EF) assessment tools (NEPSY-II, Day-Night and Shape School tasks). The assessment results were compared with the parent and teacher completed questionnaires of EF (BRIEF-P) when the children started kindergarten at the age of 4 to 5 years. The performance-based intelligence and EF assessment results were not consistently associated with the parent and teacher reports of EF in everyday life for either preterm or term groups. Clinical implications of using and interpreting performance-based EF assessment tools and EF questionnaires are discussed with a particular focus on young preterm children at the commencement of formal schooling.

Original languageEnglish
Pages (from-to)899-913
Number of pages15
JournalChild Neuropsychology
Volume25
Issue number7
DOIs
Publication statusPublished - 2019

Keywords

  • assessment
  • children
  • Executive functions
  • preterm
  • questionnaire

Cite this

@article{c62aeea84e32410784b6b535ed6421dc,
title = "Examining the relationship between performance-based and questionnaire assessments of executive function in young preterm children: Implications for clinical practice",
abstract = "The aim of this study was to determine whether specific performance-based executive function assessment tools were associated with executive functioning in everyday life as reported by parents and teachers of four- to five-year-old preterm and term children. At the age of 4 years, 141 preterm children born <33 weeks’ gestation and 77 term children were assessed using performance-based intelligence (WPPSI-III) and executive function (EF) assessment tools (NEPSY-II, Day-Night and Shape School tasks). The assessment results were compared with the parent and teacher completed questionnaires of EF (BRIEF-P) when the children started kindergarten at the age of 4 to 5 years. The performance-based intelligence and EF assessment results were not consistently associated with the parent and teacher reports of EF in everyday life for either preterm or term groups. Clinical implications of using and interpreting performance-based EF assessment tools and EF questionnaires are discussed with a particular focus on young preterm children at the commencement of formal schooling.",
keywords = "assessment, children, Executive functions, preterm, questionnaire",
author = "Sari O’Meagher and Kimberley Norris and Nenagh Kemp and Peter Anderson",
year = "2019",
doi = "10.1080/09297049.2018.1531981",
language = "English",
volume = "25",
pages = "899--913",
journal = "Child Neuropsychology",
issn = "0929-7049",
publisher = "Taylor & Francis",
number = "7",

}

Examining the relationship between performance-based and questionnaire assessments of executive function in young preterm children : Implications for clinical practice. / O’Meagher, Sari; Norris, Kimberley; Kemp, Nenagh; Anderson, Peter.

In: Child Neuropsychology, Vol. 25, No. 7, 2019, p. 899-913.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Examining the relationship between performance-based and questionnaire assessments of executive function in young preterm children

T2 - Implications for clinical practice

AU - O’Meagher, Sari

AU - Norris, Kimberley

AU - Kemp, Nenagh

AU - Anderson, Peter

PY - 2019

Y1 - 2019

N2 - The aim of this study was to determine whether specific performance-based executive function assessment tools were associated with executive functioning in everyday life as reported by parents and teachers of four- to five-year-old preterm and term children. At the age of 4 years, 141 preterm children born <33 weeks’ gestation and 77 term children were assessed using performance-based intelligence (WPPSI-III) and executive function (EF) assessment tools (NEPSY-II, Day-Night and Shape School tasks). The assessment results were compared with the parent and teacher completed questionnaires of EF (BRIEF-P) when the children started kindergarten at the age of 4 to 5 years. The performance-based intelligence and EF assessment results were not consistently associated with the parent and teacher reports of EF in everyday life for either preterm or term groups. Clinical implications of using and interpreting performance-based EF assessment tools and EF questionnaires are discussed with a particular focus on young preterm children at the commencement of formal schooling.

AB - The aim of this study was to determine whether specific performance-based executive function assessment tools were associated with executive functioning in everyday life as reported by parents and teachers of four- to five-year-old preterm and term children. At the age of 4 years, 141 preterm children born <33 weeks’ gestation and 77 term children were assessed using performance-based intelligence (WPPSI-III) and executive function (EF) assessment tools (NEPSY-II, Day-Night and Shape School tasks). The assessment results were compared with the parent and teacher completed questionnaires of EF (BRIEF-P) when the children started kindergarten at the age of 4 to 5 years. The performance-based intelligence and EF assessment results were not consistently associated with the parent and teacher reports of EF in everyday life for either preterm or term groups. Clinical implications of using and interpreting performance-based EF assessment tools and EF questionnaires are discussed with a particular focus on young preterm children at the commencement of formal schooling.

KW - assessment

KW - children

KW - Executive functions

KW - preterm

KW - questionnaire

UR - http://www.scopus.com/inward/record.url?scp=85054714522&partnerID=8YFLogxK

U2 - 10.1080/09297049.2018.1531981

DO - 10.1080/09297049.2018.1531981

M3 - Article

VL - 25

SP - 899

EP - 913

JO - Child Neuropsychology

JF - Child Neuropsychology

SN - 0929-7049

IS - 7

ER -