title: Associations between maternal scaffolding and executive functioning in 3 and 4 year olds born very low birth weight and normal birth weight.
abstract: BACKGROUND
  Deficits in executive function, including measures of working memory, inhibition and cognitive flexibility, have been documented in preschoolers born very low birth weight (VLBW) compared with preschoolers born normal birth weight (NBW). Maternal verbal scaffolding has been associated with positive outcomes for both at-risk and typically developing preschoolers.
  
  
  OBJECTIVE
  The purpose of this study was to examine associations between maternal verbal scaffolding, Verbal IQ (VIQ) and executive function measures in preschoolers born VLBW.
  
  
  METHODS
  A total of 64 VLBW and 40 NBW preschoolers ranging in age from 3 ½ to 4 years participated in the study.
  
  
  METHODS
  VIQ was measured with the Wechsler Preschool and Primary Scale of Intelligence - Third Edition. Executive function tests included the Bear Dragon, Gift Delay Peek, Reverse Categorization and Dimensional Change Card Sort-Separated Dimensions.
  
  
  METHODS
  Maternal verbal scaffolding was coded during a videotaped play session. Associations between maternal verbal scaffolding and preschoolers' measures of VIQ and executive function were compared. Covariates included test age, maternal education, and gender.
  
  
  RESULTS
  Preschoolers born VLBW performed significantly worse on VIQ and all executive function measures compared to those born NBW. Maternal verbal scaffolding was associated with VIQ for VLBW preschoolers and Gift Delay Peek for the NBW group. Girls born VLBW outperformed boys born VLBW on VIQ and Bear Dragon.
  
  
  CONCLUSIONS
  Integrating scaffolding skills training as part of parent-focused intervention may be both feasible and valuable for early verbal reasoning and EF development.
authors.affiliation: University of New Mexico, School of Medicine, Albuquerque, NM, USA. Electronic address: jrlowe@unm.edu.
authors.forename: Jean
authors.initials: J
authors.lastname: Lowe
authors.affiliation: University of New Mexico, Department of Psychology, Albuquerque, NM, USA.
authors.forename: Sarah J
authors.initials: SJ
authors.lastname: Erickson
authors.affiliation: University of New Mexico, School of Medicine, Albuquerque, NM, USA.
authors.forename: Peggy
authors.initials: P
authors.lastname: MacLean
authors.affiliation: Oregon Health & Science University, Division of Psychology, Institute on Development & Disability, Portland, OR, USA.
authors.forename: Susanne W
authors.initials: SW
authors.lastname: Duvall
authors.affiliation: University of New Mexico, School of Medicine, Albuquerque, NM, USA.
authors.forename: Robin K
authors.initials: RK
authors.lastname: Ohls
authors.affiliation: University of New Mexico, School of Medicine, Albuquerque, NM, USA.
authors.forename: Andrea F
authors.initials: AF
authors.lastname: Duncan
mesh_terms: D002657:Child Development / Q000502:physiology*; D002675:Child, Preschool; D056344:Executive Function / Q000502:physiology*; D005260:Female; D006801:Humans; D019102:Infant, Very Low Birth Weight / Q000254:growth & development*; D008297:Male; D009034:Mother-Child Relations / Q000523:psychology*; D011581:Psychological Tests; D018709:Statistics, Nonparametric; D013663:Teaching / Q000379:methods; D014705:Verbal Behavior / Q000502:physiology*; D014741:Video Recording
keywords: Child, preschool; Executive function; Infant, very low birth weight; Language; Parenting