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Preterm children’s long-term academic performance after adaptive computerized training : an efficacy and process analysis of a randomized controlled trial
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Jaekel, Julia, Heuser, Katharina M., Zapf, Antonia, Roll, Claudia, Nuñez, Francisco Brevis, Bartmann, Peter, Wolke, Dieter, Felderhoff-Mueser, Ursula and Huening, Britta (2021) Preterm children’s long-term academic performance after adaptive computerized training : an efficacy and process analysis of a randomized controlled trial. Pediatric Research, 89 . pp. 1492-1499. doi:10.1038/s41390-020-01114-w ISSN 0031-3998 .
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WRAP-preterm-children’s-long-term-academic-performance-adaptive-computerized-training-Wolke-2020 .pdf - Accepted Version - Requires a PDF viewer. Download (1632Kb) | Preview |
Official URL: https://doi.org/10.1038/s41390-020-01114-w
Abstract
Background:
Adaptive computerized interventions may help improve preterm children’s academic success, but randomized trials are rare. We tested whether a math training (XtraMath®) versus an active control condition (Cogmed®; working memory) improved school performance. Training feasibility was also evaluated.
Methods:
Preterm born first graders, N = 65 (28–35 + 6 weeks gestation) were recruited into a prospective randomized controlled multicenter trial and received one of two computerized trainings at home for 5 weeks. Teachers rated academic performance in math, reading/writing, and attention compared to classmates before (baseline), directly after (post), and 12 months after the intervention (follow-up). Total academic performance growth was calculated as change from baseline (hierarchically ordered—post test first, follow-up second).
Results:
Bootstrapped linear regressions showed that academic growth to post test was significantly higher in the math intervention group (B = 0.25 [95% confidence interval: 0.04–0.50], p = 0.039), but this difference was not sustained at the 12-month follow-up (B = 0.00 [−0.31 to 0.34], p = 0.996). Parents in the XtraMath group reported higher acceptance compared with the Cogmed group (mean difference: −0.49, [−0.90 to −0.08], p = 0.037).
Conclusions:
Our findings do not show a sustained difference in efficacy between both trainings. Studies of math intervention effectiveness for preterm school-aged children are warranted.
Impact:
Adaptive computerized math training may help improve preterm children’s short-term school performance.
Computerized math training provides a novel avenue towards intervention after preterm birth.
Well-powered randomized controlled studies of math intervention effectiveness for preterm school-aged children are warranted.
Item Type: | Journal Article | ||||||||
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Subjects: | L Education > LB Theory and practice of education R Medicine > RJ Pediatrics |
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Divisions: | Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School > Health Sciences Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School > Health Sciences > Mental Health and Wellbeing Faculty of Science, Engineering and Medicine > Science > Psychology Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School |
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Library of Congress Subject Headings (LCSH): | Computer assisted instruction, Student growth (Academic achievement), Prematurely born children | ||||||||
Journal or Publication Title: | Pediatric Research | ||||||||
Publisher: | Nature Publishing Group | ||||||||
ISSN: | 0031-3998 | ||||||||
Official Date: | May 2021 | ||||||||
Dates: |
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Volume: | 89 | ||||||||
Page Range: | pp. 1492-1499 | ||||||||
DOI: | 10.1038/s41390-020-01114-w | ||||||||
Status: | Peer Reviewed | ||||||||
Publication Status: | Published | ||||||||
Access rights to Published version: | Restricted or Subscription Access | ||||||||
Date of first compliant deposit: | 9 October 2020 | ||||||||
Date of first compliant Open Access: | 12 March 2021 | ||||||||
RIOXX Funder/Project Grant: |
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