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ERIC Number: ED505021
Record Type: Non-Journal
Publication Date: 2009-Apr-24
Pages: 16
Abstractor: As Provided
Reference Count: 7
The Impact of Premature Birth: A Correlational Study Assessing the Need for Children to Access Educational Support Services
Jensen, Laura M.; Miller, Rebecca
Online Submission
Accumulating evidence suggests children born premature are at increased risk of lower cognitive abilities, poor academic performance, low social competence and behavioral problems, compared with individuals born full-term (e.g., Whitside-Mansell, Barrett, Bradley & Gargus, 2006; Litt, Taylor, Klein, & Hack, 2005). The goal of the current study was to provide further analysis of the effects of premature birth, including how the amount of social support, parent education level, and family socioeconomic status may affect children accessing academic or behavioral support services in the school setting. Data was gathered from 84 parents/guardians of middle school-aged children in two Midwestern school districts, one urban and one rural. A parent survey including items about the gestation of their child, educational support services being used, if any, parental education, social supports, and overall family earnings were completed during parent-teacher conferences. A multiple linear regression was used to answer both research questions. Results indicated socioeconomic status and premature birth were contributing factors for children needing to access academic support services in school. Together these factors explained 13% of a child's need to access educational support services (R2 = .13). Only socioeconomic status was found to contribute to children needing to access behavior support services in school, with 11% being attributed to this factor. (Includes 1 appendix.)
Publication Type: Reports - Evaluative
Education Level: Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A