Objective: Children born preterm are at an elevated risk of developmental challenges, often exhibiting a distinct “preterm behavioral phenotype” characterized by particular attention difficulties. This review focuses on examining the phenotypical attention profile in preterm children aged 5 to 11 years, considering both clinical and neuropsychological aspects. Method: Following the PRISMA reporting guidelines, 22 peer-reviewed studies were analyzed. Result: According to behavioral-clinical aspects, preterm children appear to be at heightened risk for inattentive attention problems, including a predisposition to the predominantly inattentive presentation of ADHD. Regarding neuropsychological attention, deficits were identified in top-down controlled intensity processes as well as in certain components of selectivity and executive functioning. Conclusion: This review yields evidence that preterm children exhibit distinct and specific attention deficits during preschool and school age, characterized by a phenotypical clinical and neuropsychological attentional profile. Early identification of these issues is crucial, as it enables timely interventions to support school participation and mitigate the risk of learning difficulties, academic failure, and other secondary complications associated with attention deficits.
Jaeger et al. (Fri,) studied this question.