Executive function and behaviour problems in school-age children born at risk of neonatal hypoglycaemia

AimTo examine the relationship between neonatal hypoglycaemia and specific areas of executive function and behaviour in mid-childhood. MethodParticipants in a prospective cohort study of infants born late preterm or at term at risk of neonatal hypoglycaemia were assessed at 9 to 10 years. We assessed executive function using performance-based (Cambridge Neuropsychological Tests Automated Battery) and questionnaire-based (Behavior Rating Inventory of Executive Function) measures and behaviour problems with the Strengths and Difficulties Questionnaire. Data are reported as adjusted odds ratio (aOR) with 95% confidence intervals, and standardized regression coefficients. ResultsWe assessed 480 (230 females, 250 males; mean age 9 years 5 months [SD 4 months, range 8 years 8 months-11 years 0 months]) of 587 eligible children (82%). There were no differences in performance-based executive function between children who did and did not experience neonatal hypoglycaemia (blood glucose <2.6 mmoL/L). However, children who experienced hypoglycaemia, especially if severe or recurrent, were at greater risk of parent-reported metacognition difficulties (aOR 2.37-3.71), parent-reported peer (aOR 1.62-1.89) and teacher-reported conduct (aOR 2.14 for severe hypoglycaemia) problems. Both performance- and questionnaire-based executive functions were associated with behaviour problems. InterpretationNeonatal hypoglycaemia may be associated with difficulties in specific aspects of parent-reported executive functions and behaviour problems in mid-childhood.

Automated summary

The aim of the study was to investigate the relationship between neonatal hypoglycemia and specific aspects of executive function and behavior in mid-childhood. Participants were assessed using performance-based and questionnaire-based measures, and it was found that children who experienced hypoglycemia had a higher risk of metacognition difficulties, peer problems, and conduct problems. Both performance-based and questionnaire-based executive functions were associated with behavior problems.