Omega Tots 长期随访

实验性的：二十二碳六烯酸+花生四烯酸

二十二碳六烯酸 + 花生四烯酸 (DHA+AA)

药品：二十二碳六烯酸 + 花生四烯酸 (DHA+AA)

每天 200 毫克 DHA+ 200 毫克 AA，持续 6 个月

安慰剂比较：安慰剂

玉米油补充剂

膳食补充剂：安慰剂

每天 400 毫克玉米油，持续 6 个月

一般认知能力评分（差异能力量表，第二版-DAS-II）

Differential Ability Scales-II General Conceptual Ability 评估是一般认知能力的量度，用于评估和识别儿童的认知优势和劣势。 一般认知能力得分的范围为 30 至 170（平均值 = 100；SD = 15）。 低分表示性能差，高分表示性能最好。

执行函数（NIH 工具箱）

NIH Toolbox Cognition Battery 是一套评估认知功能的多维简要措施。 Flanker、Dimensional Card Sort 和 Pattern Comparison 子测试测量执行功能、处理速度和注意力。 标准分数的范围从 30 到 170（平均值 = 100；SD = 15）。 低分表示性能差，高分表示性能最好。

Core Language Score (Clinical Evaluation of Language Fundamentals, Fifth Edition-CELF-5)

Clinical evaluation of Language Fundamentals, 5th edition core tests is a comprehensive measure of language and can assess children's written and oral language skills, as well as their reading comprehension. The core language score has a range from 30 to 170 (mean=100; SD=15). A low score indicates poor performance, and a high score indicates best performance.

凹槽钉板任务

Grooved Pegboard 任务通过要求孩子将钉子插入木板来测量手眼协调能力和运动速度。 分数是放置钉子的时间。 如果孩子达到 3 分钟的时间限制，则分数就是放置的木桩数。 更快的时间和更少的钉子掉落表示更好的性能。

人体测量学-肥胖

为了评估儿童的肥胖，使用生物电阻抗来测量体脂百分比。 儿童的身高和体重将合并报告 BMI (kg/m^2)。 这些测量值根据世界卫生组织的儿童生长标准转换为年龄和性别的 z 分数。 z 分数表示偏离均值的标准差数。 z 分数为 0 等于参考人群（相同年龄和性别的儿童）的平均值。 小于 0 的值表示低于参考总体的值，而大于 0 的值表示高于参考总体的值。

NIH 工具箱友谊固定表格

NIH 工具箱友谊（8-17 岁）固定表格是一个包含 5 个项目的问卷，用于衡量同伴关系并评估过去一个月与朋友和其他熟人的关系质量。 分数将表示为 t 分数（范围 = [16-68]；平均值 = 50；SD = 10），其中较高的分数表示更强的同伴关系。

NIH 工具箱积极的同伴互动家长报告固定表格

NIH 工具箱积极同伴互动表（3-12 岁）是一份包含 4 个项目的问卷，通过家长报告衡量儿童同伴关系。 分数将表示为 t 分数（范围= [-8-63] ；平均值=50；SD=10），其中较高的分数表示较强的同伴关系。

Select Subtest From the Wechsler Intelligence Scales for Children, Fifth Edition (WISC-V)

The Weschler Intelligence Scales for Children-V Digit Span and Picture Span subtests assess working memory. The working memory index composite score has a range from 30-170 (mean=100; SD=15). A low score indicates poor performance, and a high score indicates best performance.

Select Subtests From the Kaufman Test of Educational Achievement, Third Edition (KTEA-3)

The Kaufman Test of Educational Achievement-3 is an assessment of key academic skills. The Letter and Word Recognition, Math Computation, Object Naming Facility, and Associative Fluency Subtests measure children's reading, math, and written language skills. The standard score has a range from 30-170 (mean=100; SD=15). A low score indicates poor performance, and a high score indicates best performance.

Anthropometrics-Body Composition (Height)

To assess children's body composition, height (in centimeters) is measured. This is converted to a z score for age and sex based on Child Growth Standards from the World Health Organization. The z score indicates the number of standard deviations away from the mean. A z score of 0 is equal to the mean of a reference population (children the same age and sex). Values less than 0 indicate values lower than the reference population, while values greater than 0 indicate values higher than the reference population.

Anthropometrics-Body Composition (Weight)

To assess children's body composition, weight (in kilograms) is measured. This is converted to a z score for age and sex based on Child Growth Standards from the World Health Organization. The z score indicates the number of standard deviations away from the mean. A z score of 0 is equal to the mean of a reference population (children the same age and sex). Values less than 0 indicate values lower than the reference population, while values greater than 0 indicate values higher than the reference population.

Behavior Rating Inventory of Executive Function, 2nd Edition (BRIEF-2)

The Behavior Rating Inventory of Executive Function, 2nd ed., is completed by the child's caregiver and teacher to measure a range of executive functioning capabilities in children. The BRIEF-2 yields nine clinical scales that measure various aspects of executive function plus three broad indices: behavioral regulation, emotion regulation, and cognitive regulation. Scores are summed to obtain a Global Executive Composite Score that will be expressed as a t score (range= [35-90]; (mean=50; SD=10), where a higher score indicates greater dysregulation .

Select Subscales From the Teacher Report Form 6-18

The Teacher Report Form (syndrome and DSM-Oriented subscales) is completed by the child's teacher to reflect on the child's behavior in the previous six months. Scores are summed to provide a total problems score. Scores are also computed to measure the following subscales: internalizing problems, externalizing problems, anxious/depressed, withdrawn/depressed, somatic complaints, social problems, thought problems, attention problems, rule-breaking behavior, aggression behavior, affective problems, anxiety problems, somatic problems, attention deficit/hyperactivity problems, oppositional defiant problems, conduct problems. Scores will be expressed as a t-score (range= [33-100]; mean=50; SD=10), where a lower score indicates a more optimal outcome.

Child Behavior Checklist 6-18 (CBCL) - Competence

The Child Behavior Checklist is completed by the child' caregiver to reflect their child's behavior in the previous six months. Scores were summed to provide total competence score. Total competence scores will be expressed as a t-score (range= [20-100]; mean=50; SD=10), where a higher score reflects a more optimal outcome.

National Survey of Children's Health Module - Learning Disability

The National Survey of Children's Health module captures child developmental and behavioral diagnoses and other major diagnoses via parent report . A binary variable will be formed to indicate if a child has been diagnosed with each condition or not (yes, no).

Emotion Regulation Checklist - Emotion Regulation

The Emotion Regulation Checklist is completed by the child's caregiver to measure child's ability to manage their emotions. Scores are grouped and summed to yield Emotion Regulation scale (range=10-40). Higher scores on the Emotion Regulation scale indicates more ability to regulate

Child Sleep Habits Questionnaire-abbreviated Measure

The Child Sleep Habits Questionnaire-abbreviated measures child sleep pattern and behaviors via parent report. Parents are asked to report on the child's bedtime behavior, sleep duration, and behavior during sleep. Scores are summed to give the total sleep disturbance score (range 33-99). Scores are also grouped and summed to yield eight subscales that measure different aspects of sleep. A higher score is indicative of more sleep problems .

Child Behavior Checklist 6-18 (CBCL) - Problems

The Child Behavior Checklist is completed by the child' caregiver to reflect their child's behavior in the previous six months. Scores were summed to provide problem scores. T Problem scores will be expressed as a t-score (range= [25,100]; mean=50; SD=10), where a lower score reflects a more optimal outcome.

National Survey of Children's Health Module - Developmental Delay

The National Survey of Children's Health module captures child developmental and behavioral diagnoses and other major diagnoses via parent report . A binary variable will be formed to indicate if a child has been diagnosed with each condition or not (yes, no).

National Survey of Children's Health Module - INtellectual Disability

The National Survey of Children's Health module captures child developmental and behavioral diagnoses and other major diagnoses via parent report . A binary variable will be formed to indicate if a child has been diagnosed with each condition or not (yes, no).

National Survey of Children's Health Module - Speech or Other Language Disorder

The National Survey of Children's Health module captures child developmental and behavioral diagnoses and other major diagnoses via parent report . A binary variable will be formed to indicate if a child has been diagnosed with each condition or not (yes, no).

National Survey of Children's Health Module - Behavioral or Conduct Problems

The National Survey of Children's Health module captures child developmental and behavioral diagnoses and other major diagnoses via parent report . A binary variable will be formed to indicate if a child has been diagnosed with each condition or not (yes, no).

Emotion Regulation Checklist - Lability/Negativity

The Emotion Regulation Checklist is completed by the child's caregiver to measure child's ability to manage their emotions. Scores are grouped and summed to yield a Lability/Negativity (range=14-56) scale. Higher scores on the Lability/Negativity scale reflect greater dysregulation .