Screen-time is associated with inattention problems in preschoolers: Results from the CHILD birth cohort study
Tamana SK, Ezeugwu V, Chikuma J, Lefebvre DL, Azad MB, Moraes TJ, Subbarao P, Becker AB, Turvey SE, Sears MR, Dick BD, Carson V, Rasmussen C, CHILD study Investigators, Pei J, Mandhane PJ
PloS one · 140 citas
Cómo se estudió
- Diseño
- Ensayo clínico controlado (indexado por PubMed)
- Estudiado en
- Personas
- Resultado principal
- Marcadores de salud y funcionamiento
Quién lo pagó
- Financiación
- Financiación independiente
- Universidad u hospital
- Children's Health Research Institute
- Universidad u hospital
- Women and Children's Health Research Institute
- Universidad u hospital
- University of Alberta
- Organización sin fines de lucro
- AllerGen
- Gobierno
- Canadian Institutes of Health Research
- Gobierno
- CIHR
- Gobierno
- Canadian Institute of Health Research
- Universidad u hospital
- Women and Children’s Health Research Institute
Según 8 financiadores declarados y la declaración de financiación del texto completo.
Publicación
- Publicado
- 2019-04-17 · PLoS One · vol. 14 · número 4 · pág. e0213995
- Editorial
- Public Library of Science
- Citado
- 294 citas · más que el 100% de estudios similares · 83.1× el promedio de su campo
- Impacto
- Entre el 10 % más citado de su campo
- Referencias
- 45 trabajos
- Acceso
- Acceso abierto (revista) · CC-BY
- Áreas de investigación
- Child Development and Digital Technology · Impact of Technology on Adolescents · Early Childhood Education and Development
- Palabras clave
- screen time, preschool children, inattention, externalizing problems, attention deficit hyperactivity disorder, aggression, Child Behavior Checklist, mobile devices, video games, early childhood screen exposure
- MeSH
- humans, aggression, child development, parents, cognition, adolescent, adult, child, preschool, infant, canada, female, male
16 autores
- Sukhpreet K. Tamana🇨🇦University of Alberta
- Victor E. Ezeugwu🇨🇦University of Alberta
- Joyce Chikuma🇨🇦University of Alberta
- Diana L. Lefebvre🇨🇦McMaster University
- Meghan B. Azad🇨🇦Children's Hospital Research Institute of Manitoba; University of Manitoba
- Theo J. Moraes🇨🇦University of Toronto; Hospital for Sick Children
- Padmaja Subbarao🇨🇦University of Toronto; Hospital for Sick Children
- Allan Barry Becker🇨🇦Children's Hospital Research Institute of Manitoba; University of Manitoba
- Stuart E. Turvey🇨🇦University of British Columbia; BC Children's Hospital; Child and Family Research Institute; BC Children's Hospital Research Institute
- Malcolm R. Sears🇨🇦McMaster University
- Bruce D. Dick🇨🇦University of Alberta
- Valerie Carson🇨🇦University of Alberta
- Carmen Rasmussen🇨🇦University of Alberta
- Child study Investigators🇨🇦University of Alberta
- Jacqueline R. Pei🇨🇦University of Alberta
- Piush J. Mandhane🇨🇦 · autor de correspondenciaUniversity of Alberta
Resumen
El texto original del estudio, en el idioma en que se publicó.
Background
Pre-school children spend an average of two-hours daily using screens. We examined associations between screen-time on pre-school behavior using data from the Canadian Healthy Infant Longitudinal Development (CHILD) study.
Methods
CHILD participant parents completed the Child Behavior Checklist (CBCL) at five-years of age. Parents reported their child's total screen-time including gaming and mobile devices. Screen-time was categorized using the recommended threshold of two-hours/day for five-years or one-hour/day for three-years. Multiple linear regression examined associations between screen-time and externalizing behavior (e.g. inattention and aggression). Multiple logistic regression identified characteristics of children at risk for clinically significant externalizing problems (CBCL T-score≥65).
Results
Screen-time was available for over 95% of children (2,322/2,427) with CBCL data. Mean screen-time was 1·4 hours/day (95%CI 1·4, 1·5) at five-years and 1·5 hours/day (95%CI: 1·5, 1·6) at three-years. Compared to children with less than 30-minutes/day screen-time, those watching more than two-hours/day (13·7%) had a 2·2-point increase in externalizing T-score (95%CI: 0·9, 3·5, p≤0·001); a five-fold increased odd for reporting clinically significant externalizing problems (95%CI: 1·0, 25·0, p = 0·05); and were 5·9 times more likely to report clinically significant inattention problems (95%CI: 1·6, 21·5, p = 0·01). Children with a DSM-5 ADHD T-score above the 65 clinical cut-off were considered to have significant ADHD type symptoms (n = 24). Children with more than 2-hours of screen-time/day had a 7·7-fold increased risk of meeting criteria for ADHD (95%CI: 1·6, 38·1, p = 0·01). There was no significant association between screen-time and aggressive behaviors (p>0.05).
Conclusion
Increased screen-time in pre-school is associated with worse inattention problems.
Resumen vía Europe PMC. Los derechos de autor siguen siendo de los autores o la editorial (CC BY).
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