ERIC Number: EJ970155
Record Type: Journal
Publication Date: 2012-Jul
Abstractor: As Provided
Reference Count: N/A
Can the Home Environment Promote Resilience for Children Born Very Preterm in the Context of Social and Medical Risk?
Treyvaud, Karli; Inder, Terrie E.; Lee, Katherine J.; Northam, Elisabeth A.; Doyle, Lex W.; Anderson, Peter J.
Journal of Experimental Child Psychology, v112 n3 p326-337 Jul 2012
Relationships between the home environment and early developmental outcomes were examined in 166 children born very preterm in one tertiary maternity hospital to explore whether a more optimal home environment could promote resilience. In particular, we explored whether this effect was apparent over and above social risk and children's biological risk, as measured by cerebral white matter abnormality (WMA) evaluated using magnetic resonance imaging (MRI) at term-corrected age and length of hospital stay (LOS), and whether the effect of the home environment differed according to WMA. The home environment and social-emotional outcomes were assessed at 2 years' corrected age using the Home Screening Questionnaire (HSQ) and the Infant-Toddler Social and Emotional Assessment (ITSEA). Children's cognitive and motor development was assessed using the Bayley Scales of Infant Development II. A more optimal home environment was associated with better cognitive and social-emotional development after adjusting for social risk, WMA, and LOS. Neonatal cerebral WMA moderated the relationship between the home environment and dysregulation problems only, such that the home environment had less effect on dysregulation for children with mild or moderate to severe WMA. The need to support parents to create an optimal home environment is discussed. (Contains 2 tables and 1 figure.)
Descriptors: Hospitals, Infants, Family Environment, Motor Development, Emotional Development, Child Development, Resilience (Psychology), Diagnostic Tests, Questionnaires, Cognitive Development, Brain, Parents, Premature Infants, Evaluation Methods, Neurological Impairments, Science Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Bayley Scales of Infant Development