The majority of follow-up studies of preterm infants have focused on neurodevelopmental outcomes during early childhood. However the recognition that neuropsychological and behavioral deficits together with social and emotional problems account for a substantial proportion of the longer term impairment of preterm children has led to increased research on psychosocial problems and their socio-demographic and biologic correlates during the school age years and beyond. Adolescence is an especially important formative period of child development as it is characterized by profound biological, psychosocial, and social changes which are greater than at any stage of life other than during infancy. These changes would be expected to influence the functioning of preterm children with respect to their psychosocial adjustment and self perception of quality of life. Critical competencies in neuropsychological functioning and academic achievement are also strengthened during adolescence and become increasingly predictive of adult outcomes. Furthermore as neuroradiolog-ical techniques have advanced, continued maturation of brain processes during adolescence has been documented.
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