Table 3.

Executive Functioning in Daily Life at the Age of 9 yr as Assessed by the Teacher and Parent

	All Children
	Metformin	Insulin	p
Executive functioning at school (n = 162)	n = 78	n = 84
Behavioral regulation index	48.5 (45–60)	48.0 (45–57)	0.55
Clinically significant problems at school, n (%)	11 (14)	7 (8)	0.24
Metacognition index	51.0 (44–60)	50.0 (45–60)	0.68
Clinically significant problems at school, n (%)	13 (17)	14 (17)	0.97
Global executive composite scores	50.0 (45–61)	49.5 (45–60)	0.93
Clinically significant problems at school, n (%)	13 (17)	12 (14)	0.65
Executive functioning at home (n = 170)	n = 81	n = 89
Behavioral regulation index	43.0 (39–48)	42.0 (38–50)	0.54
Clinically significant problems at home, n (%)	4 (5)	2 (2)	0.34†
Metacognition index	44.0 (39–52)	44.0 (38–48)	0.37
Clinically significant problems at home, n (%)	2 (3)	2 (2)	0.93†
Global executive composite scores	45.0 (38–50)	43.0 (38–48)	0.39
Clinically significant problems at home, n (%)	2 (3)	3 (3)	0.72†

Medians of BRIEF indexes and proportion of children who had clinically significant problems (scores above 64) in BRIEF at school or at home. Comparison between the offspring of the mothers treated with metformin or insulin for GDM.

Data are expressed as median (IQR) or n (%). Scores above 64 are used to indicate clinically significant problems. The Mann-Whitney U test was used for continuous variables, and the χ² or Fisher's exact test (†) was used for categorical variables.

BRIEF, Behavior Rating Inventory of Executive Function; GDM, gestational diabetes mellitus; IQR, interquartile ranges.