ABSTRACT
Despite medical advances, prematurity is associated with a higher risk of neurodevelopmental problems. Although social impairments are commonly reported in preterm children, their origins are not clearly determined though they may be associated with the integrity of social cognitive skills, such as theory of mind. This study aimed to assess social cognitive, social adaptive, and social behavior functioning in children born extremely prematurely. Thirty children born between 22 and 28 weeks of gestation and 30 children born at term completed measures of social cognition (theory of mind, affect recognition) between 4:6, 5:11 years of age (mean = 5.29, standard deviation = 0.28 years). Parents completed questionnaires measuring their child's adaptive social functioning and social behavior. Analyses of covariance controlling for cognitive, attentional, executive, sociodemographic, and perinatal characteristics were performed. Children born between 22 and 28 weeks displayed poorer theory of mind (p < 0.01) and affect recognition (p < 0.01) than term controls, and their parents reported lower adaptive social functioning (p < 0.01) and prosocial behavior (p = 0.04). Social cognitive, adaptive, and behavior functioning appear to be affected by extreme preterm birth. These findings may explain the social challenges experienced by extremely preterm children and provide potential loci for targeted interventions to optimize social functioning.
Subject(s)
Infant, Extremely Premature/psychology , Problem Behavior , Social Behavior , Social Cognition , Social Skills , Attention , Child , Child, Preschool , Executive Function/physiology , Female , Gestational Age , Humans , Infant, Newborn , Male , Parents , Pregnancy , Surveys and QuestionnairesABSTRACT
BACKGROUND: Due to deficits in adaptive and cognitive functioning, productivity may pose challenges for individuals with intellectual disability in the workplace. METHOD: Using a changing-criterion embedded in a multiple baseline across participants design, we examined the effects of differential reinforcement of high rates of behaviour (DRH) on the rate of data entry (i.e., productivity) in four adults with intellectual disability. RESULTS: Although the DRH procedure increased the rate of correct data entry in all four participants, none of the participants achieved the criterion that we set with novice undergraduate students. CONCLUSIONS: Our results indicate that DRH is an effective intervention to increase rate of correct responding in individuals with intellectual disability, but that achieving the same productivity as workers without disability may not always be possible.
