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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.

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.

SUBMITTER: Jaekel J

PROVIDER: S-EPMC7588952 | biostudies-literature | 2020 Sep

REPOSITORIES: biostudies-literature

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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 J Heuser Katharina M KM Zapf Antonia A Roll Claudia C Nuñez Francisco Brevis FB Bartmann Peter P Wolke Dieter D Felderhoff-Mueser Ursula U Huening Britta B

Pediatric research 20200912 6

<h4>Background</h4>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.<h4>Methods</h4>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 comput ...[more]

PMID: 32919388

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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.

Publications

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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