Moderation effect of family socioeconomic status in development: the case of premature pre-school children

The adverse consequences of prematurity in the neurodevelopment of preterm infants remains a relevant topic, considering their vulnerability along the development process and the consequences in psychosocial adjustment. The aim of this study was to examine the possible moderator role of family variables in the relation between Developmental status and Emotional and Behavioral Problems in a sample of premature preschool-aged children. Fifty-five premature babies (<32 weeks and/or < 1500gr; 58% male) were assessed at 55.4 months of age (SD = 3.66) with the Griffiths Mental Scales (Griffiths, 2006). Children’s mothers were asked to complete The Child Behavior Checklist 1 ½ - 5 (Achenbach & Rescorla, 2000, Portuguese version Achenbach et al., 2014). Information regarding family socioeconomic status was collected (parent´s professional status and educational level), as well as child medical risk condition at birth (e.g. birth weight, gestational age). All children were attending pre-school settings at that time. General Developmental Quotient (GDQ) scores mean was 89.13 (SD = 10.53), and for Internalizing, Externalizing and Total Problems was 54.18 (SD = 11.61), 48.18 (SD = 8.03) and 50.80 (SD = 10.34), respectively. 71% of the families presented a low socioeconomic status. As hypothesized, a moderation effect of the family socioeconomic status in the relation between internalizing, externalizing and total problems and the child GDQ score was found. Children with lower GDQ scores presented more internalizing, externalizing and total problems when their families had a low socioeconomic status. Results highlight the importance of family socioeconomic status in premature children’s development and mental health in the first years of life, suggesting a comprehensive approach addressing developmental risk factors in this vulnerable group of children.