Association between working memory performance and parent and teacher ratings of working memory in 11-year-old children born preterm - UTU Research Portal

A1 Refereed original research article in a scientific journal

Association between working memory performance and parent and teacher ratings of working memory in 11-year-old children born preterm

Authors: Haveri, Laura; Munck, Petriina; Leppänen, Jukka M.; Korpela, Satu; Haataja, Leena; Nyman, Anna H.

Publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD

Publishing place: ABINGDON

Publication year: 2024

Journal: Child Neuropsychology

Journal name in source: CHILD NEUROPSYCHOLOGY

Journal acronym: CHILD NEUROPSYCHOL

Number of pages: 21

ISSN: 0929-7049

eISSN: 1744-4136

DOI: https://doi.org/10.1080/09297049.2024.2415146

Web address : https://doi.org/10.1080/09297049.2024.2415146

Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/458666518

Abstract

Working memory (WM) difficulties are often observed in children born preterm. We examined whether performance-based measures of WM components are associated with parent- and teacher-rated WM difficulties in the everyday life of children born very preterm and/or at very low birth weight (VPT/VLBW) at 11 years (n = 165). The WM components as defined in the original Baddeley's model - phonological loop (PL), visuospatial sketchpad (VS), and central executive (CE) - were assessed with tasks from the Working Memory Test Battery for Children (WMTB-C) and the Wechsler Intelligence Scale for Children - Fourth edition (WISC-IV). Parents and teachers completed the WM subscale of the Behavioral Rating Inventory for Executive Functions (BRIEF). Measures of WM components were modestly associated with BRIEF scores, explaining 18.9% of the variance in parent-rated and 14.0% of teacher-rated WM difficulties. CE was the component most consistently associated with parent- and teacher-rated everyday WM. To conclude, our results suggest that tasks that utilize CE functions may best reflect WM outside of controlled test settings in the follow-up of VPT/VLBW children. However, performance and rating-scale measures provide unique information and are both needed to comprehensively assess WM skills.

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Funding information in the publication:
This work was supported by the Otto A. Malm foundation, the Foundation for Pediatric research, and the OLVI Foundation.