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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

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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; Heuser, Katharina M; Zapf, Antonia; Roll, Claudia; Nuñez, Francisco Brevis; Bartmann, Peter; Wolke, Dieter; Felderhoff-Mueser, Ursula; Huening, Britta.

In: PEDIATR RES, Vol. 89, No. 6, 05.2021, p. 1492-1499.

Research output: SCORING: Contribution to journal › SCORING: Journal article › Research › peer-review

Harvard

Jaekel, J, Heuser, KM, Zapf, A, Roll, C, Nuñez, FB, Bartmann, P, Wolke, D, Felderhoff-Mueser, U & Huening, B 2021, 'Preterm children's long-term academic performance after adaptive computerized training: an efficacy and process analysis of a randomized controlled trial', PEDIATR RES, vol. 89, no. 6, pp. 1492-1499. https://doi.org/10.1038/s41390-020-01114-w

APA

Jaekel, J., Heuser, K. M., Zapf, A., Roll, C., Nuñez, F. B., Bartmann, P., Wolke, D., Felderhoff-Mueser, U., & Huening, B. (2021). Preterm children's long-term academic performance after adaptive computerized training: an efficacy and process analysis of a randomized controlled trial. PEDIATR RES, 89(6), 1492-1499. https://doi.org/10.1038/s41390-020-01114-w

Vancouver

Jaekel J, Heuser KM, Zapf A, Roll C, Nuñez FB, Bartmann P et al. Preterm children's long-term academic performance after adaptive computerized training: an efficacy and process analysis of a randomized controlled trial. PEDIATR RES. 2021 May;89(6):1492-1499. https://doi.org/10.1038/s41390-020-01114-w

Bibtex

@article{5a32a88e833f4208ba44b69bdcd6da61,
title = "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{\textregistered}) versus an active control condition (Cogmed{\textregistered}; 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.",
author = "Julia Jaekel and Heuser, {Katharina M} and Antonia Zapf and Claudia Roll and Nu{\~n}ez, {Francisco Brevis} and Peter Bartmann and Dieter Wolke and Ursula Felderhoff-Mueser and Britta Huening",
year = "2021",
month = may,
doi = "10.1038/s41390-020-01114-w",
language = "English",
volume = "89",
pages = "1492--1499",
journal = "PEDIATR RES",
issn = "0031-3998",
publisher = "Lippincott Williams and Wilkins",
number = "6",

}

RIS

TY - JOUR

T1 - Preterm children's long-term academic performance after adaptive computerized training: an efficacy and process analysis of a randomized controlled trial

AU - Jaekel, Julia

AU - Heuser, Katharina M

AU - Zapf, Antonia

AU - Roll, Claudia

AU - Nuñez, Francisco Brevis

AU - Bartmann, Peter

AU - Wolke, Dieter

AU - Felderhoff-Mueser, Ursula

AU - Huening, Britta

PY - 2021/5

Y1 - 2021/5

N2 - 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.

AB - 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.

U2 - 10.1038/s41390-020-01114-w

DO - 10.1038/s41390-020-01114-w

M3 - SCORING: Journal article

C2 - 32919388

VL - 89

SP - 1492

EP - 1499

JO - PEDIATR RES

JF - PEDIATR RES

SN - 0031-3998

IS - 6

ER -