TY  - JOUR
PY  - 2012//
TI  - Social-Emotional Difficulties in Very Preterm and Term 2 Year Olds Predict Specific Social-Emotional Problems at the Age of 5 Years
JO  - Journal of pediatric psychology
A1  - Treyvaud, Karli
A1  - Doyle, Lex W.
A1  - Lee, Katherine J.
A1  - Roberts, Gehan
A1  - Lim, Jeremy
A1  - Inder, Terrie E.
A1  - Anderson, Peter J.
SP  - 779
EP  - 785
VL  - 37
IS  - 7
N2  - 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>
LA  - en
SN  - 0146-8693
UR  - http://dx.doi.org/10.1093/jpepsy/jss042
ID  - ref1
ER  -