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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Preterm children’s long-term academic performance after adaptive computerized training : an efficacy and process analysis of a randomized controlled trial. / Jaekel, Julia; Heuser, Katharina M.; Zapf, Antonia; Roll, Claudia; Nuñez, Francisco Brevis; Bartmann, Peter; Wolke, Dieter; Felderhoff-Mueser, Ursula; Huening, Britta.
I: Pediatric Research, Bind 89, Nr. 6, 05.2021, s. 1492-1499.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Preterm children’s long-term academic performance after adaptive computerized training
T2 - an efficacy and process analysis of a randomized controlled trial
AU - Jaekel, Julia
AU - Heuser, Katharina M.
AU - Zapf, Antonia
AU - Roll, Claudia
AU - Nuñez, Francisco Brevis
AU - Bartmann, Peter
AU - Wolke, Dieter
AU - Felderhoff-Mueser, Ursula
AU - Huening, Britta
N1 - Publisher Copyright: © 2020, International Pediatric Research Foundation, Inc.
PY - 2021/5
Y1 - 2021/5
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85090982187&partnerID=8YFLogxK
U2 - 10.1038/s41390-020-01114-w
DO - 10.1038/s41390-020-01114-w
M3 - Journal article
C2 - 32919388
AN - SCOPUS:85090982187
VL - 89
SP - 1492
EP - 1499
JO - Pediatric Research
JF - Pediatric Research
SN - 0031-3998
IS - 6
ER -
ID: 393157535