Screen-time is associated with inattention problems in preschoolers: Results from the CHILD birth cohort study.

Authors:
Sukhpreet K Tamana
Sukhpreet K Tamana
University of Alberta
Edmonton | Canada
Victor Ezeugwu
Victor Ezeugwu
University of Alberta
Canada
Joyce Chikuma
Joyce Chikuma
University of Alberta
Edmonton | Canada
Diana L Lefebvre
Diana L Lefebvre
McMaster University
Meghan B Azad
Meghan B Azad
University of Alberta
Canada
Theo J Moraes
Theo J Moraes
University of Toronto
Canada
Padmaja Subbarao
Padmaja Subbarao
Hospital for Sick Children
Washington | United States
Allan B Becker
Allan B Becker
University of Manitoba
Canada

PLoS One 2019 17;14(4):e0213995. Epub 2019 Apr 17.

Department of Pediatrics, University of Alberta, Edmonton, Alberta, Canada.

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.

Download full-text PDF

Source
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0213995PLOS
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6469768PMC
April 2019
2 Reads
3.234 Impact Factor

Publication Analysis

Top Keywords

inattention problems
12
screen-time
10
examined associations
8
screen-time pre-school
8
associations screen-time
8
problems 95%ci
8
hours/day 95%ci
8
clinically externalizing
8
externalizing problems
8
95%ci 1·6
8
children
6
95%ci
6
problems
5
multiple logistic
4
aggression multiple
4
inattention aggression
4
symptoms children
4
type symptoms
4
children risk
4
risk clinically
4

References

(Supplied by CrossRef)
Factors associated with objectively measured total sedentary time and screen time in children aged 9–11 years
GLM Ferrari et al.
J Pediatr (Rio J) 2018

Similar Publications