@article{ref1,
title="Social-Emotional Difficulties in Very Preterm and Term 2 Year Olds Predict Specific Social-Emotional Problems at the Age of 5 Years",
journal="Journal of pediatric psychology",
year="2012",
author="Treyvaud, Karli and Doyle, Lex W. and Lee, Katherine J. and Roberts, Gehan and Lim, Jeremy and Inder, Terrie E. and Anderson, Peter J.",
volume="37",
number="7",
pages="779-785",
abstract="Background Very preterm children have increased risk for social-emotional problems. This study examined relationships between early social-emotional difficulties and later social-emotional problems, and whether this differed by group (very preterm or term). METHODS: Participants were 189 children born less than 30 weeks gestation or less than 1,250 g at birth and 78 term-born children. Parent-report questionnaires were used to assess social-emotional development at 2 (Infant Toddler Social Emotional Assessment) and 5 years of age (Strengths and Difficulties Questionnaire). Social risk and children's cognitive development were collected at the age of 5 years. RESULTS: Emotional symptoms at the age of 5 years were predicted by internalizing problems at the age of 2 years, conduct problems and hyperactivity/inattention at the age of 5 years were predicted by externalizing problems at the age of 2 years, and peer relationship problems and prosocial behaviors at the age of 5 years were predicted by social-emotional competence at the age of 2 years. Relationships were not moderated by group. CONCLUSIONS: Implications for early detection of social-emotional problems and provision of targeted interventions are discussed.<p /> <p>Language: en</p>",
language="en",
issn="0146-8693",
doi="10.1093/jpepsy/jss042",
url="http://dx.doi.org/10.1093/jpepsy/jss042"
}