Preschool self regulation predicts later mental health and educational achievement in very preterm and typically developing children

Clinical Neuropsychologist

Volumn 31, Issue 2, 2017, Pages 404-422

  Woodward, Lianne J ^a,b   Lu, Zhigang ^a   Morris, Alyssa R ^a   Healey, Dione M ^c  

^a BRIGHAM AND WOMEN S HOSPITAL   (United States)

^b UNIVERSITY OF CANTERBURY   (New Zealand)

^c UNIVERSITY OF OTAGO   (New Zealand)

Author keywords

early childhood; education; emotion; low birth weight; mental health; outcome; regulation; Very preterm

Indexed keywords

CHILD; CHILD BEHAVIOR; CHILD DEVELOPMENT; COGNITION; DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS; EDUCATIONAL STATUS; EMOTION; FEMALE; HUMAN; LONGITUDINAL STUDY; MALE; MENTAL DISEASE; MENTAL HEALTH; NEUROPSYCHOLOGICAL TEST; PREMATURITY; PRESCHOOL CHILD; PROSPECTIVE STUDY; PSYCHOLOGICAL ADJUSTMENT; PSYCHOLOGY;

CHILD; CHILD BEHAVIOR; CHILD DEVELOPMENT; CHILD, PRESCHOOL; COGNITION; DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS; EDUCATIONAL STATUS; EMOTIONAL ADJUSTMENT; EMOTIONS; FEMALE; HUMANS; INFANT, EXTREMELY PREMATURE; INFANT, PREMATURE; LONGITUDINAL STUDIES; MALE; MENTAL DISORDERS; MENTAL HEALTH; NEUROPSYCHOLOGICAL TESTS; PROSPECTIVE STUDIES;

EID: 84994120960     PISSN: 13854046     EISSN: 17444144     Source Type: Journal    
DOI: 10.1080/13854046.2016.1251614     Document Type: Article

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