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Claussen AH, Holbrook JR, Hutchins HJ, Robinson LR, Bloomfield J, Meng L, Bitsko RH, O'Masta B, Cerles A, Maher B, Rush M, Kaminski JW. All in the Family? A Systematic Review and Meta-analysis of Parenting and Family Environment as Risk Factors for Attention-Deficit/Hyperactivity Disorder (ADHD) in Children. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2024; 25:249-271. [PMID: 35438451 PMCID: PMC9017071 DOI: 10.1007/s11121-022-01358-4] [Citation(s) in RCA: 19] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/17/2022] [Indexed: 12/15/2022]
Abstract
Parenting and family environment have significant impact on child development, including development of executive function, attention, and self-regulation, and may affect the risk of developmental disorders including attention-deficit/hyperactivity disorder (ADHD). This paper examines the relationship of parenting and family environment factors with ADHD. A systematic review of the literature was conducted in 2014 and identified 52 longitudinal studies. A follow-up search in 2021 identified 7 additional articles, for a total of 59 studies that examined the association of parenting factors with ADHD outcomes: ADHD overall (diagnosis or symptoms), ADHD diagnosis specifically, or presence of the specific ADHD symptoms of inattention and hyperactivity/impulsivity. For parenting factors that were present in three or more studies, pooled effect sizes were calculated separately for dichotomous or continuous ADHD outcomes, accounting for each study's conditional variance. Factors with sufficient information for analysis were parenting interaction quality (sensitivity/warmth, intrusiveness/reactivity, and negativity/harsh discipline), maltreatment (general maltreatment and physical abuse), parental relationship status (divorce, single parenting), parental incarceration, and child media exposure. All factors showed a significant direct association with ADHD outcomes, except sensitivity/warmth which had an inverse association. Parenting factors predicted diagnosis and overall symptoms as well as inattentive and hyperactive symptoms when measured, but multiple factors showed significant heterogeneity across studies. These findings support the possibility that parenting and family environment influences ADHD symptoms and may affect a child's likelihood of being diagnosed with ADHD. Prevention strategies that support parents, such as decreasing parenting challenges and increasing access to parent training in behavior management, may improve children's long-term developmental health.
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Affiliation(s)
- Angelika H Claussen
- Division of Human Development and Disability, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA, USA.
| | - Joseph R Holbrook
- Division of Human Development and Disability, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Helena J Hutchins
- Division of Human Development and Disability, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA, USA
- Oak Ridge Institute for Science and Education, Centers for Disease Control and Prevention Research Participation Programs, Atlanta, GA, USA
| | - Lara R Robinson
- Division of Human Development and Disability, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Jeanette Bloomfield
- Division of Human Development and Disability, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Lu Meng
- Covid-19 Response Health System and Worker Safety Task Force, National Center for Immunization and Respiratory Diseases, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Rebecca H Bitsko
- Division of Human Development and Disability, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | | | | | - Brion Maher
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | | | - Jennifer W Kaminski
- Division of Human Development and Disability, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA, USA
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Liu Q, Wang X, Razza RA, Vasilenko SA. Early adverse childhood experiences and preschoolers' attentional regulation: A latent class analysis. CHILD ABUSE & NEGLECT 2024; 149:106703. [PMID: 38395020 DOI: 10.1016/j.chiabu.2024.106703] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2023] [Revised: 01/10/2024] [Accepted: 02/12/2024] [Indexed: 02/25/2024]
Abstract
BACKGROUND Adverse childhood experiences (ACEs) profoundly disrupt preschoolers' attentional regulation development. Different patterns of ACEs may be associated with different attentional regulation outcomes. OBJECTIVE Drawing from developmental systems theory and attachment theory, this study aimed to identify distinct patterns of early ACEs at age three and examined the associations of these patterns with preschoolers' attentional regulation at age five. PARTICIPANTS AND SETTING This study used the two waves of longitudinal data from the Future of Families and Child Wellbeing Study (N = 4457). METHODS First, this study applied latent class analysis (LCA) across nine indicators of ACEs at age three. Second, class membership was examined for associations with preschoolers' attentional regulation at age five. RESULTS LCA identified four latent classes of ACEs: separation (41.2 %), parental incarceration (33 %), family dysfunction (20.8 %), and child abuse (5 %). Children in the child abuse class exhibited lower levels of attentional regulation than those in the family dysfunction class (0.33 standard deviation difference, p < .01) or separation class (0.48 standard deviation difference, p < .001). Children in the parental incarceration class demonstrated lower levels of attentional regulation than those in the separation class (0.63 standard deviation difference, p < .001). CONCLUSIONS Findings provide implications for the need to prevent early child abuse and incorporate trauma-informed intervention programs to support preschoolers' attentional regulation during school-entry age.
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Affiliation(s)
- Qingyang Liu
- Department of Human Development and Family Science, Syracuse University, United States of America.
| | - Xiafei Wang
- School of Social Work, Syracuse University, United States of America
| | - Rachel A Razza
- Department of Human Development and Family Science, Syracuse University, United States of America
| | - Sara A Vasilenko
- Department of Human Development and Family Science, Syracuse University, United States of America
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Graziano PA, Sibley MH, Coxe SJ, Bickman L, Martin P, Scheres A, Hernandez ML. Community-Delivered Evidence-Based Practice and Usual Care for Adolescent Attention-Deficit/Hyperactivity Disorder: Examining Mechanistic Outcomes. Behav Ther 2024; 55:412-428. [PMID: 38418050 PMCID: PMC10902603 DOI: 10.1016/j.beth.2023.08.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/03/2022] [Revised: 08/01/2023] [Accepted: 08/04/2023] [Indexed: 03/01/2024]
Abstract
Previous research suggests that routine psychosocial care for adolescents with attention-deficit/hyperactivity disorder (ADHD) is an eclectic and individualized mix of diluted evidence-based practices (EBPs) and low-value approaches. This study evaluated the extent to which a community-delivered EBP and usual care (UC) for adolescents with ADHD produce differential changes in theorized behavioral, psychological, and cognitive mechanisms of ADHD. A randomized community-based trial was conducted with double randomization of adolescent and community therapists to EBP delivery supports (Supporting Teens' Autonomy Daily [STAND]) versus UC delivery. Participants were 278 culturally diverse adolescents (ages 11-17) with ADHD and caregivers. Mechanistic outcomes were measured at baseline, post-treatment, and follow-up using parent-rated, observational, and task-based measures. Results using linear mixed models indicated that UC demonstrated superior effects on parent-rated and task-based executive functioning relative to STAND. However, STAND demonstrated superior effects on adolescent motivation and reducing parental intrusiveness relative to UC when it was delivered by licensed therapists. Mechanisms of community-delivered STAND and UC appear to differ. UC potency may occur through improved executive functioning, whereas STAND potency may occur through improved teen motivation and reducing low-value parenting practices. However, when delivered by unlicensed, community-based therapists, STAND did not enact proposed mechanisms. Future adaptations of community-delivered EBPs for ADHD should increase supports for unlicensed therapists, who comprise the majority of the community mental health workforce.
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Affiliation(s)
| | - Margaret H Sibley
- University of Washington School of Medicine, Seattle Children's Research Institute, and Florida International University
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Léniz-Maturana L, Vilaseca R, Leiva D, Gallardo-Rodríguez R. Positive Parenting and Sociodemographic Factors Related to the Development of Chilean Children Born to Adolescent Mothers. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1778. [PMID: 38002869 PMCID: PMC10670009 DOI: 10.3390/children10111778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/08/2023] [Revised: 10/24/2023] [Accepted: 10/30/2023] [Indexed: 11/26/2023]
Abstract
The lack of economic resources has a negative effect on the maternal role of younger mothers. In Chile, the majority of adolescent pregnancies occur in socially and economically vulnerable contexts. The current study aimed to examine the relationship between demographic variables within the family context and parenting behaviors among Chilean adolescent mothers (including affection, responsiveness, encouragement, and teaching). These factors were correlated with communication, problem-solving abilities, and personal-social development in typically developing infants. The study included a sample of 79 Chilean adolescent mother-child dyads with children aged 10 to 24 months. Communication, problem-solving, and personal-social development were assessed using the Ages and Stages Questionnaire-3, along with a demographic information questionnaire. The parenting behaviors mentioned above were observed using the Spanish version of Parenting Interactions with Children: Checklist of Observations Linked to Outcomes. The findings indicated that mothers in employment and those who had not dropped out of school had children with better problem-solving skills. Additionally, children residing with their fathers and female children performed better in communication, problem-solving, and personal-social development. Maternal responsiveness was associated with communication and problem-solving, while maternal encouragement was linked to improved problem-solving skills. Maternal teaching was connected to communication, problem-solving, and personal-social development. The study emphasized the significance of parenting and sociodemographic factors among adolescent mothers and their influence on their children's development.
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Affiliation(s)
- Laura Léniz-Maturana
- Department of Cognition, Development and Educational Psychology, University of Barcelona, 08007 Barcelona, Spain;
| | - Rosa Vilaseca
- Department of Cognition, Development and Educational Psychology, University of Barcelona, 08007 Barcelona, Spain;
| | - David Leiva
- Department of Social Psychology and Quantitative Psychology, University of Barcelona, 08007 Barcelona, Spain;
| | - Rodrigo Gallardo-Rodríguez
- Department of Sport Science and Physical Conditioning, Faculty of Education, Universidad Católica de la Santísima Concepción, Concepción 4070129, Chile;
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Arikan G, Kumru A. A person-based approach to emotion socialization in toddlerhood: Individual differences in maternal emotion regulation, mental-health and parental sense of competence. Sci Rep 2023; 13:13606. [PMID: 37604851 PMCID: PMC10442338 DOI: 10.1038/s41598-023-40850-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2022] [Accepted: 08/17/2023] [Indexed: 08/23/2023] Open
Abstract
Mothers adopt various emotion socialization strategies and sometimes exhibit contradictory responses. Thus, it is essential to understand how mothers differentiate in their use of emotion socialization strategies, and whether a set of emotion socialization responses is associated with individual differences in emotion regulation, mental health, and parental sense of competence during toddlerhood. Therefore, we used a person-centred approach to identify mothers' emotion socialization responses and then compared mothers based on the aforementioned characteristics. The mothers (N = 680) with toddlers (M = 23.56 months) responded to the Coping with Toddlers' Negative Emotions Scale, the Emotion Regulation Questionnaire, the Brief Symptom Inventory, and the Parental Sense of Competence Scale. The 3-profile-solution revealed: Unspecified (moderate scores in all emotion socialization strategies), supportive (high scores in supportive emotion socialization strategies) and mixture profiles (high in all emotion socialization strategies). The supportive and mixture profiles scored highly in cognitive reappraisal. Unspecified and mixture profiles did not vary in expressive suppression and mental health symptoms, but they scored lower than supportive profile mothers. In the parental sense of competence, the supportive profile scored higher than the mixture profile. The results showed mothers mainly using supportive emotion socialization strategies can demonstrate adequate emotion regulation and benefit from psychological well-being that potentially boosts parenting competence.
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Affiliation(s)
- Gizem Arikan
- Department of Psychology, Ozyegin University, 34794, Istanbul, Turkey.
| | - Asiye Kumru
- Department of Psychology, Ozyegin University, 34794, Istanbul, Turkey
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Bent C, Glencross S, McKinnon K, Hudry K, Dissanayake C, Vivanti G. Predictors of Developmental and Adaptive Behaviour Outcomes in Response to Early Intensive Behavioural Intervention and the Early Start Denver Model. J Autism Dev Disord 2023:10.1007/s10803-023-05993-w. [PMID: 37171764 DOI: 10.1007/s10803-023-05993-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/08/2023] [Indexed: 05/13/2023]
Abstract
Many autistic children require support to meet their learning needs. Given the heterogeneity within the autism spectrum it is plausible that different types of support might be better suited to different children. However, knowledge on what interventions work best for which children is limited. We examined the outcomes of autistic preschool-aged children receiving one of two community early intervention approaches. Our main objective was to understand which baseline child characteristics might be associated with the degree of individual response to intervention-whether prognostically (i.e., irrespective of intervention received) or predictively (i.e., specifically in the context of one or other EI approach). Participants comprised two matched groups of preschool-aged autistic children receiving either Group-based Early Start Denver Model (G-ESDM; n = 42) delivered in a 1:3-4 staff:child ratio or an Early Intensive Behavioural Intervention (EIBI; n = 40) delivered in combination of 1:1 and 1:2 staff:child ratio. Over an approximate one-year follow-up period, children in both groups made significant gains in Developmental Quotient (DQ) scores, and trend-level gains in adaptive behaviour composite scores. Higher attention to a playful adult measured via an eye-tracking task was prognostically indicative of better verbal DQ and adaptive behaviour outcomes for the cohort overall. Moderation analyses indicated a single predictive effect-of pre-program sustained attention for subsequent NVDQ outcomes specific to those children receiving G-ESDM. These findings suggest that fine-grained measures of learning skills offer promise towards the selection and tailoring of intervention approaches to meet individual children's learning needs.
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Affiliation(s)
- Catherine Bent
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, Australia.
| | | | | | - Kristelle Hudry
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
| | - Cheryl Dissanayake
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
| | - Giacomo Vivanti
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
- A.J. Drexel Autism Institute, Drexel University, Philadelphia, USA
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Léniz-Maturana L, Vilaseca R, Leiva D. Non-Intrusive Maternal Style as a Mediator between Playfulness and Children’s Development for Low-Income Chilean Adolescent Mothers. CHILDREN 2023; 10:children10040609. [PMID: 37189858 DOI: 10.3390/children10040609] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2023] [Revised: 03/16/2023] [Accepted: 03/21/2023] [Indexed: 03/29/2023]
Abstract
The aim of this study was to describe the relationship between low-income Chilean adolescent maternal playfulness and mothers’ non-intrusiveness in their children’s development and to analyze whether a mother’s non-intrusiveness mediates the relationship between maternal playfulness and children’s development. The Parental Playfulness Scale and the Subscale of Intrusiveness from the Early Head Start Research and Evaluation Project were used to assess maternal playfulness and mothers’ non-intrusiveness respectively. Ages and Stages Questionnaire 3rd Edition (ASQ-3) was applied to measure the children’s communication, gross and fine motor skills, problem-solving and personal–social development. The sample consisted of 79 mother–child dyads with children aged 10–24 months (M = 15.5, SD = 4.2) and their mothers aged 15–21 years old (M = 19.1, SD = 1.7). A bivariate analysis showed that maternal playfulness was significantly associated with communication, fine motor, problem-solving and personal–social development. Moreover, higher levels of communication, fine motor skills and problem-solving development were observed in the children of less intrusive mothers. Maternal playfulness had a significant effect on children’s development of language, problem-solving and personal–social skills when their mothers showed less intrusiveness during interaction. These findings contribute to the understanding of the interaction between adolescent mothers and their children. Active play and less intrusiveness can enhance child development.
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8
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Jiang Z, Liang X, Wang Z, Lin Y, Zhang L. Intrusive parenting in early childhood: A review and meta-analysis. Psych J 2023. [PMID: 36894303 DOI: 10.1002/pchj.637] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Accepted: 01/31/2023] [Indexed: 03/11/2023]
Abstract
This systematic review and meta-analysis examines similarities and differences in intrusive parenting between mothers and fathers and relations between intrusive parenting and early childhood development. The authors integrated 55 studies and differentiated cognitive skills and socio-emotional problems as developmental outcomes. The present study employs three-level meta-analyses to reliably estimate effect sizes and examine a range of moderators. It finds a moderate effect size of similarities in intrusive parenting within a family (r = 0.256, confidence interval [CI] = [0.180, 0.329]). No significant differences were observed in intrusiveness level between mothers and fathers (g = 0.035, CI = [-0.034, 0.103]). Intrusive parenting had a significant positive association with children's socio-emotional problems (rmother = 0.098, CImother = [0.051, 0.145]; rfather = 0.094, CI father = [0.032, 0.154]) but was not related to cognitive skills. Moderator analyses suggest that East Asian mothers exhibit higher intrusiveness levels than fathers, whereas Western parents display no significant differences. Overall, these results reveal more similarities than differences in intrusive parenting and that culture likely plays a role in shaping gender-specific parenting behaviors.
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Affiliation(s)
- Zixin Jiang
- Research Center for Child Development, Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
| | - Xi Liang
- Research Center for Child Development, Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
| | - Zhengyan Wang
- Research Center for Child Development, Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
| | - Yige Lin
- Research Center for Child Development, Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
| | - Linlin Zhang
- Research Center for Child Development, Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
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9
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Hoyer RS, Pakulak E, Bidet-Caulet A, Karns CM. Relationships among age, socioeconomic status, and distractibility in preschoolers as assessed by the Competitive Attention Test. J Exp Child Psychol 2023; 227:105584. [PMID: 36413871 DOI: 10.1016/j.jecp.2022.105584] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2022] [Revised: 10/19/2022] [Accepted: 10/20/2022] [Indexed: 11/20/2022]
Abstract
In children, the ability to attend to relevant auditory information and ignore distracting information is crucial for learning and educational achievement. Distractibility, the propensity to pay attention to irrelevant information, depends on multiple components of cognition (voluntary attention orienting, sustained attention, distraction resulting from the capture of attention by a distractor, phasic arousal, impulsivity, and motor control) that may mature at different ages. Here, we used the Competitive Attention Test (CAT) to measure these components in children aged 3 to 5 years. Our goal was to characterize changes in the efficiency of attention during the preschool period and to determine whether distractibility varies as a function of socioeconomic status (SES). All 3-year-olds (n = 14) and some 4- and 5-year-olds (n = 21) needed to be excluded from the sample due to noncompliance with instructions, suggesting that the CAT might not be suitable for children with poorly developed skills in sustained attention. Among 4- and 5-year-olds who completed the CAT (n = 71), sustained attention improved with age, whereas voluntary attention orienting remained immature. Independent of age, task-irrelevant sounds induced distraction, phasic arousal, and impulsivity. There was no relationship between SES and children's distraction. Finally, children from lower SES backgrounds showed reduced sustained attention abilities and increased impulsivity. Taken together, these findings suggest that distractibility is still developing during the preschool period and is likely to vary depending on the SES background of a child's family.
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Affiliation(s)
- Roxane S Hoyer
- Brain Dynamics and Cognition Team, Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR 5292, Université Claude Bernard Lyon 1, Université de Lyon, 69000 Lyon, France.
| | - Eric Pakulak
- Department of Child and Youth Studies, Stockholm University, 114 19 Stockholm, Sweden
| | - Aurélie Bidet-Caulet
- Brain Dynamics and Cognition Team, Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR 5292, Université Claude Bernard Lyon 1, Université de Lyon, 69000 Lyon, France
| | - Christina M Karns
- Center on Brain Injury Research and Training, Department of Psychology, University of Oregon, Eugene, OR 97403, USA
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10
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Egotubov A, Gordon-Hacker A, Sheiner E, Gueron-Sela N. Maternal anxiety and toddler depressive/anxiety behaviors: The direct and moderating role of children's focused attention. Infant Behav Dev 2023; 70:101800. [PMID: 36527828 DOI: 10.1016/j.infbeh.2022.101800] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 11/29/2022] [Accepted: 11/30/2022] [Indexed: 12/23/2022]
Abstract
Attention mechanisms have a pertinent role in shaping developmental pathways to anxiety and depressive disorders. The current study examined the direct and interactive associations between maternal anxiety symptoms, children's focused attention, and children's anxiety and depression behaviors in early toddlerhood. Participants were 150 mother-child dyads (50 % female) that were assessed at two time points. At 12 months of child age, mothers reported about their anxiety symptoms and children's focused attention. Children's focused attention was also observed and rated from an individual play task. At 18 months of age, mothers reported about children's anxiety and depression behaviors. Focused attention predicted child anxiety and depressive behaviors, with different patterns of associations between observed and reported measures of attention. There was also a significant interaction between maternal anxiety symptoms and observed children's focused attention. A positive association between maternal anxiety symptoms and child anxiety and depression symptoms was evident only for children with above-average levels of observed focused attention during play. Results suggest that different aspects of focused attention play a role in maternal reported anxiety and depression behaviors in early development and may modulate the intergenerational transmission of anxiety.
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Affiliation(s)
| | | | - Eyal Sheiner
- Ben-Gurion University of the Negev, Israel; Department of Obstetrics and Gynecology, Soroka University Medical Center, Israel
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Moyano S, Conejero Á, Fernández M, Serrano F, Rueda MR. Development of visual attention control in early childhood: Associations with temperament and home environment. Front Psychol 2022; 13:1069478. [PMID: 36619065 PMCID: PMC9811174 DOI: 10.3389/fpsyg.2022.1069478] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Accepted: 11/29/2022] [Indexed: 12/24/2022] Open
Abstract
Endogenous visual attention orienting is early available from infancy. It shows a steady development during the preschool period towards monitoring and managing executive attention to optimize the interplay between environmental contingencies and internal goals. The current study aims at understanding this transition from basic forms of endogenous control of visual orienting towards the engagement of executive attention, as well as their association with individual differences in temperament and home environment. A total of 150 children between 2 and 4 years of age were evaluated in a Visual Sequence Learning task, measuring visual anticipations in easy (context-free) and complex (context-dependent) stimuli transitions. Results showed age to be a predictor of a reduction in exogenous attention, as well as increased abilities to attempt to anticipate and to correctly anticipate in complex transitions. Home chaos predicted more complex correct anticipations, suggesting that the exposure to more unpredictable environments could benefit learning in context-dependent settings. Finally, temperamental surgency was found to be positively related to sustained attention in the task. Results are informative of age differences in visual attention control during toddlerhood and early childhood, and their association with temperament and home environment.
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Affiliation(s)
- Sebastián Moyano
- Department of Experimental Psychology, University of Granada, Granada, Spain,Mind, Brain and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain,*Correspondence: Sebastián Moyano,
| | - Ángela Conejero
- Department of Developmental and Educational Psychology, University of Granada, Granada, Spain
| | - María Fernández
- Department of Experimental Psychology, University of Granada, Granada, Spain
| | - Francisca Serrano
- Mind, Brain and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain,Department of Developmental and Educational Psychology, University of Granada, Granada, Spain
| | - M. Rosario Rueda
- Department of Experimental Psychology, University of Granada, Granada, Spain,Mind, Brain and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain
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12
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Van den akker AL, Hoffenaar P, Overbeek G. Temper Tantrums in Toddlers and Preschoolers: Longitudinal Associations with Adjustment Problems. J Dev Behav Pediatr 2022; 43:409-417. [PMID: 35316228 PMCID: PMC9462137 DOI: 10.1097/dbp.0000000000001071] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Accepted: 01/07/2022] [Indexed: 11/26/2022]
Abstract
OBJECTIVE We examined parent reports of temper tantrum characteristics (e.g., frequency, duration, and behavioral profile) in toddlers and preschoolers and their longitudinal association with internalizing and externalizing adjustment problems. METHODS Parents of 1- to 5-year-olds (N = 861, M age = 36 months, 47% girls) reported their child's temper tantrum frequency, duration, and behaviors. A subsample also reported on their child's tantrums and adjustment problems 1 year later (n = 252). We first compared the distribution of temper tantrum frequency and duration for different ages. Next, we examined which factors underlie the tantrum behaviors and whether behavioral profiles could be distinguished based on configurations of these factors within children. Finally, we performed regression analyses predicting internalizing and externalizing adjustment problems by temper tantrum frequency, duration, and behavioral profile, controlling for child sex and age. RESULTS Chi-square tests indicated that overall, tantrum frequency declined, whereas tantrum duration increased across the 1- to 5-year age range. We found that based on 4 tantrum behavior factors (anger, distress, aggression, and self-injurious behavior), 3 profiles characterized the tantrum behavior of children in the sample: a low-intensity profile (26%), a moderate-intensity profile (32%), and a high aggressive/self-injurious profile (42%). More frequent tantrums predicted more externalizing problems, whereas longer tantrum duration predicted internalizing problems. The high aggressive/self-injurious profile predicted adjustment problems above and beyond tantrum duration and frequency. CONCLUSION Parent reports of different tantrum characteristics are uniquely predictive of different types of problems and may each be important to include in screening efforts for adjustment problems in young children.
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Affiliation(s)
- Alithe L. Van den akker
- Preventive Youth Care, Department of Child Development and Education, University of Amsterdam, The Netherlands
| | - Peter Hoffenaar
- Preventive Youth Care, Department of Child Development and Education, University of Amsterdam, The Netherlands
| | - Geertjan Overbeek
- Preventive Youth Care, Department of Child Development and Education, University of Amsterdam, The Netherlands
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13
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Gennis HG, Bucsea O, Badovinac SD, Costa S, McMurtry CM, Flora DB, Pillai Riddell R. Child Distress Expression and Regulation Behaviors: A Systematic Review and Meta-Analysis. CHILDREN (BASEL, SWITZERLAND) 2022; 9:174. [PMID: 35204895 PMCID: PMC8870305 DOI: 10.3390/children9020174] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 01/10/2022] [Accepted: 01/11/2022] [Indexed: 06/14/2023]
Abstract
The goal of the current study was to review and meta-analyze the literature on relationships between child distress expression behaviors (e.g., cry) and three clusters of child distress regulation behaviors (disengagement of attention, parent-focused behaviors, and self-soothing) in the first three years of life. This review was registered with PROSPERO (CRD42020157505). Unique abstracts were identified through Medline, Embase, and PsycINFO (n = 13,239), and 295 studies were selected for full-text review. Studies were included if they provided data from infants or toddlers in a distress task, had distinct behavioral measures of distress expression and one of the three distress regulation clusters, and assessed the concurrent association between them. Thirty-one studies were included in the meta-analysis and rated on quality. Nine separate meta-analyses were conducted, stratified by child age (first, second, and third year) and regulation behavior clusters (disengagement of attention, parent-focused, and self-soothing). The weighted mean correlations for disengagement of attention behaviors were -0.28 (year 1), -0.44 (year 2), and -0.30 (year 3). For parent-focused behaviors, the weighted mean effects were 0.00 (year 1), 0.20 (year 2), and 0.11 (year 3). Finally, the weighted mean effects for self-soothing behaviors were -0.23 (year 1), 0.25 (year 2), and -0.10 (year 3). The second year of life showed the strongest relationships, although heterogeneity of effects was substantial across the analyses. Limitations include only analyzing concurrent relationships and lack of naturalistic distress paradigms in the literature.
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Affiliation(s)
- Hannah G. Gennis
- Department of Psychology, York University, 4700 Keele Street, Toronto, ON M3J 1P3, Canada; (H.G.G.); (O.B.); (S.D.B.); (S.C.); (D.B.F.)
| | - Oana Bucsea
- Department of Psychology, York University, 4700 Keele Street, Toronto, ON M3J 1P3, Canada; (H.G.G.); (O.B.); (S.D.B.); (S.C.); (D.B.F.)
| | - Shaylea D. Badovinac
- Department of Psychology, York University, 4700 Keele Street, Toronto, ON M3J 1P3, Canada; (H.G.G.); (O.B.); (S.D.B.); (S.C.); (D.B.F.)
| | - Stefano Costa
- Department of Psychology, York University, 4700 Keele Street, Toronto, ON M3J 1P3, Canada; (H.G.G.); (O.B.); (S.D.B.); (S.C.); (D.B.F.)
| | - C. Meghan McMurtry
- Department of Psychology, University of Guelph, 50 Stone Road East, Guelph, ON N1G 2W1, Canada;
- Pediatric Chronic Pain Program, McMaster Children’s Hospital, 1200 Main Street West, Hamilton, ON L8N 3Z5, Canada
- Children’s Health Research Institute, 345 Westminster Avenue, London, ON N6C 4V3, Canada
- Department of Pediatrics, Western University, 800 Commissioners Road East, London, ON N6A 5W9, Canada
| | - David B. Flora
- Department of Psychology, York University, 4700 Keele Street, Toronto, ON M3J 1P3, Canada; (H.G.G.); (O.B.); (S.D.B.); (S.C.); (D.B.F.)
| | - Rebecca Pillai Riddell
- Department of Psychology, York University, 4700 Keele Street, Toronto, ON M3J 1P3, Canada; (H.G.G.); (O.B.); (S.D.B.); (S.C.); (D.B.F.)
- Department of Psychiatry, University of Toronto, 250 College Street, Toronto, ON M5T 1R8, Canada
- Department of Psychiatry Research, The Hospital for Sick Children, 555 University Avenue, Toronto, ON M5T IR8, Canada
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Stephens RL, Elsayed HE, Reznick JS, Crais ER, Watson LR. Infant Attentional behaviors Are Associated With ADHD Symptomatology and Executive Function in Early Childhood. J Atten Disord 2021; 25:1908-1918. [PMID: 32749184 PMCID: PMC8427808 DOI: 10.1177/1087054720945019] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Objective: We explored associations between infant attentional behaviors as measured by the First Year Inventory (FYIv2.0) and dimensional ratings of ADHD symptomatology and executive function (EF) in early childhood. Methods: This study included parents (N = 229) who filled out the FYIv2.0 when their children were 12 months of age. When children were approximately 54 months (4.5 years) of age, parents completed reports of children's ADHD symptomatology and EF abilities. Correlation and regression analyses were conducted among measures. Results: We found significant associations among the variables of interest, both cross-sectionally and longitudinally, as well as gender differences. Notably, non-social sensory attention (NSA) was significantly related to 54-month ADHD symptom severity. All three 12-month attention variables were significantly related to 54-month EF. Conclusion: Results suggest that infant attentional behaviors predict later ADHD-related behaviors in early childhood. Future research should explore associations using laboratory-based measures and could inform early intervention efforts.
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Affiliation(s)
| | - Heba E. Elsayed
- University of North Carolina at Chapel Hill, USA
- Alexandria University, Egypt
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15
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Ratcliff KA, Vazquez LC, Lunkenheimer ES, Cole PM. Longitudinal changes in young children's strategy use for emotion regulation. Dev Psychol 2021; 57:1471-1486. [PMID: 34929092 PMCID: PMC8694582 DOI: 10.1037/dev0001235] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
The development of strategies that support autonomous self-regulation of emotion is key for early childhood emotion regulation. Children are thought to transition from predominant reliance on more automatic or interpersonal strategies to reliance on more effortful, autonomous strategies as they develop cognitive skills that can be recruited for self-regulation. However, there are few longitudinal studies documenting age-related changes in different forms and dimensions of strategies. The current study tested predicted age-related changes in strategy use in a task requiring children to wait for something they want. Specifically, we examined the longitudinal trajectories of 3 strategies commonly observed in delayed reward tasks: self-soothing, seeking attention about the demands of waiting (bids), and distracting oneself. We followed a sample of 120 children (54% male, 93.3% white, from semirural and rural economically strained households) from ages 24 months to 5 years who participated in a waiting task each year. Using growth curve modeling, we found declines in self-soothing, rises and then declines in bidding, and increases in distraction from 24 months to 5 years. Next, we investigated whether strategy use trajectories predicted adult ratings of children's emotion regulation during the task, that is, whether children appeared calm and acted appropriately while waiting. Growth in duration and dominance of distraction use predicted judgments that children were well-regulated by age 5 years, whereas growth in dominance of bidding use negatively predicted being rated as well-regulated. We discuss implications for the understanding of strategy development and future directions, including understanding strategy effectiveness. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Affiliation(s)
| | | | | | - Pamela M Cole
- Department of Psychology, Pennsylvania State University
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16
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Supporting Infant Emotion Regulation Through Attachment-Based Intervention: a Randomized Controlled Trial. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2021; 21:702-713. [PMID: 32388694 DOI: 10.1007/s11121-020-01127-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Infant emotion regulation has long-term implications for human development, highlighting the need for preventive interventions that support emotion regulation early in life. Such interventions may be especially important for infants higher in emotional reactivity who need to regulate their emotions more frequently and intensely than infants lower in emotional reactivity. The current randomized trial examined main and moderated effects of an attachment-based intervention on (a) infants' use of mother-oriented and self-soothing emotion regulation strategies and (b) infant emotion dysregulation in 186 low-income, predominantly Latino infants. We tested the brief (10-session) Attachment and Biobehavioral Catch-up (ABC) intervention in the context of home-based federal Early Head Start (EHS) services. Control participants received home-based EHS plus 10 weekly books. Intent-to-treat analyses with covariates revealed main effects of the intervention on infants' use of mother-oriented emotion regulation strategies during a brief (40-s) novel and potentially fear-inducing procedure (d = 0.31). Infant emotional reactivity moderated intervention impacts on mother-oriented emotion regulation strategies and on infant emotion dysregulation: We found stronger effects of the intervention for infants relatively higher in emotional reactivity. Findings are discussed in terms of the preventive value of attachment-based interventions for supporting early emotion regulation.
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Prenatal and Postnatal Predictive Factors for Children's Inattentive and Hyperactive Symptoms at 5 Years of Age: The Role of Early Family-related Factors. Child Psychiatry Hum Dev 2021; 52:783-799. [PMID: 32951139 PMCID: PMC8405488 DOI: 10.1007/s10578-020-01057-7] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/02/2020] [Indexed: 11/06/2022]
Abstract
We examined several parent-reported prenatal and postnatal factors as potential risk factors for attention-deficit and hyperactivity disorder (ADHD) symptomatology in 5-year-old children. Our study is based on the CHILD-SLEEP birth cohort. Several parental questionnaires were collected prenatally (32nd pregnancy week) and postnatally (i.e. child aged 3, 8, and 24 months and at 5 years). At 5 years of age, ADHD symptoms were assessed using questionnaires. Our main results showed that being a boy, parental depressive symptoms, more negative family atmosphere or a child's shorter sleep duration, and maternal authoritarian parenting style predicted inattentive/hyperactive symptoms. Maternal and paternal authoritative parenting style predicted less inattentive/hyperactive symptoms. Children with several risk factors together had the highest risk for inattentive/hyperactive symptoms. Our findings emphasise the need for early screening and treatment of parental mental health, and early evidence-based targeted parental support, to enable early intervention in those children at a risk of developing ADHD.
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Senzaki S, Shimizu Y. Early Learning Environments for the Development of Attention: Maternal Narratives in the United States and Japan. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2020; 51:187-202. [PMID: 33311733 DOI: 10.1177/0022022120910804] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
A large body of research has demonstrated cross-cultural differences in visual attention, especially between members of North American societies (e.g., Canada, United States) and East Asian societies (e.g., China, Japan, Korea). Despite an increasing number of studies suggesting an emergence of cross-cultural differences in early childhood, relatively little is known about how these culturally divergent patterns of attention are acquired and maintained. It has been largely assumed that socialization practices, especially parent-child interactions, contribute to the acquisition of cross-cultural differences in attention. By focusing on maternal narratives during the shared reading activity, this study examined the socialization contexts in which mothers direct their infants' attention in the United States (n = 50 dyads) and Japan (n = 53 dyads). Mothers in the United States and Japan read a picture book to their 6- to 18-month-old infants in the lab, and maternal narratives were coded to identify attention to focal objects and social interactions. Infants' sustained attention was also measured during shared reading. The findings demonstrated that during the shared reading activity, U.S. mothers were relatively more likely to focus on the focal objects than the background, whereas Japanese mothers were more likely to refer to the social interactions between focal objects and the background. Infants' age and gender were not related to maternal narratives, and infants' sustained attention was similar across cultures. Findings suggest significant cross-cultural differences in mother-infant interactions, which may act as scaffolds for infants to internalize their parents' cognitive styles.
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19
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Leerkes EM, Buehler C, Calkins SD, Shriver LH, Wideman L. Protocol for iGrow (Infant Growth and Development Study): biopsychosocial predictors of childhood obesity risk at 2 years. BMC Public Health 2020; 20:1912. [PMID: 33317498 PMCID: PMC7734916 DOI: 10.1186/s12889-020-10003-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Accepted: 12/03/2020] [Indexed: 11/26/2022] Open
Abstract
Background Childhood obesity remains a significant public health problem. To date, most research on the causes and correlates of obesity has focused on a small number of direct predictors of obesity rather than testing complex models that address the multifactorial nature of the origins of obesity in early development. We describe the rationale and methods of iGrow (Infant Growth and Development Study) which will test multiple pathways by which (a) prenatal maternal psychobiological risk predicts infant weight gain over the first 6 months of life, and (b) this early weight gain confers risk for obesity at age 2. Infant hormonal and psychobiological risk are proposed mediators from prenatal risk to early weight gain, though these are moderated by early maternal sensitivity and obesogenic feeding practices. In addition, higher maternal sensitivity and lower obesogenic feeding practices are proposed predictors of adaptive child self-regulation in the second year of life, and all three are proposed to buffer/reduce the association between high early infant weight gain and obesity risk at age 2. Methods iGrow is a prospective, longitudinal community-based study of 300 diverse mothers and infants to be followed across 5 data waves from pregnancy until children are age 2. Key measures include (a) maternal reports of demographics, stress, well-being, feeding practices and child characteristics and health; (b) direct observation of maternal and infant behavior during feeding, play, and distress-eliciting tasks during which infant heart rate is recorded to derive measures of vagal withdrawal; (c) anthropometric measures of mothers and infants; and (d) assays of maternal prenatal blood and infant saliva and urine. A host of demographic and other potential confounds will be considered as potential covariates in structural equation models that include tests of mediation and moderation. Efforts to mitigate the deleterious effects of COVID-19 on study success are detailed. Discussion This study has the potential to inform (1) basic science about early life processes casually related to childhood obesity and (2) development of targeted intervention and prevention approaches that consider mother, infant, and family risks and resources.
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Affiliation(s)
- Esther M Leerkes
- UNC Greensboro, Department of Human Development and Family Studies, Greensboro, NC, 27402-6170, USA.
| | - Cheryl Buehler
- UNC Greensboro, Department of Human Development and Family Studies, Greensboro, NC, 27402-6170, USA
| | - Susan D Calkins
- UNC Greensboro, Office of Research and Engagement, Greensboro, NC, 27402-6170, USA
| | - Lenka H Shriver
- UNC Greensboro, Department of Nutrition, Greensboro, NC, 27402-6170, USA
| | - Laurie Wideman
- UNC Greensboro, Department of Kinesiology, Greensboro, NC, 27402-6170, USA
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20
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Zhang J, Wu Y, Qu G, Wang L, Wu W, Tang X, Liu H, Chen X, Zhao T, Xuan K, Sun Y. The relationship between psychological resilience and emotion regulation among preschool left-behind children in rural China. PSYCHOL HEALTH MED 2020; 26:595-606. [PMID: 33206569 DOI: 10.1080/13548506.2020.1849748] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
To evaluate the relationship between resilience and emotion regulation among preschool left-behind children (LBC) in rural China. A total of 620 preschool LBC were enrolled from rural areas in Anhui province, China. Multivariate logistic regression was used to evaluate the associations between resilience and variables. The results showed that 20.2% of LBC had higher resilience. Emotion regulation was correlated with resilience among preschool LBC. Children with higher cognitive reconstruction (adjusted OR (AOR) = 0.349,95%CI:0.249-0.489), passive dealing (AOR = 0.577, 95%CI:0.411-0.810), alternative action (AOR = 0.369, 95%CI:0.267-0.510) and self-comforting (AOR = 0.441, 95%CI:0.315-0.619) would have lower risk of low resilience. Our findings suggest that strengthening emotion regulation could promote psychological resilience and prevent adverse developments in LBC.
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Affiliation(s)
- Jian Zhang
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, Hefei, China.,Department of Neonatology, Anhui Provincial Children's Hospital/Children's Hospital of Anhui Medical University, Hefei, China
| | - Yile Wu
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, Hefei, China
| | - Guangbo Qu
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, Hefei, China
| | - Lingling Wang
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, Hefei, China
| | - Wei Wu
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, Hefei, China
| | - Xue Tang
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, Hefei, China
| | - Haixia Liu
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, Hefei, China
| | - Xin Chen
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, Hefei, China
| | - Tianming Zhao
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, Hefei, China
| | - Kun Xuan
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, Hefei, China
| | - Yehuan Sun
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, Hefei, China
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21
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Snijders VE, Bogicevic L, Verhoeven M, van Baar AL. Toddlers' Language Development: The Gradual Effect of Gestational Age, Attention Capacities, and Maternal Sensitivity. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17217926. [PMID: 33137895 PMCID: PMC7663656 DOI: 10.3390/ijerph17217926] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/25/2020] [Revised: 10/25/2020] [Accepted: 10/26/2020] [Indexed: 11/16/2022]
Abstract
Language development in toddlerhood forms the foundation for speech and language comprehension throughout childhood. Children born moderately preterm are at increased risk for problems in receptive and expressive language functioning, and they may need specific support or interventions. To understand the underlying mechanisms of language development, an integrated model of gestational age, attention capacities, and maternal sensitivity was examined in relation to receptive and expressive language functioning in toddlerhood. Our sample included 221 children (gestational age between 32–41 + 6 weeks; 54.7% born moderately preterm; 51.6% boys; 69.1% highly educated mothers). At 18 months (corrected age), attention capacities were measured using an eye-tracking procedure and maternal sensitivity was observed during mother-child interaction. Language was assessed at 24 months (corrected age). Results showed children with a higher gestational age scored higher on receptive language. This association was direct, as well as indirect through the child’s alerting attention. Expressive language was related to maternal sensitivity. Gestational age and alerting attention capacities specifically were related to language comprehension, whereas maternal sensitivity was related to speech. As language comprehension and speech in toddlerhood show different associations with biological, child, contextual, and regulation factors, they should be viewed as separate constructs in research and practice.
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22
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Senehi N, Brophy-Herb HE. Role of maternal affect and regulatory strategies in toddlers' emotion and behavior regulation. Infant Behav Dev 2020; 60:101472. [PMID: 32858280 DOI: 10.1016/j.infbeh.2020.101472] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2019] [Revised: 02/21/2020] [Accepted: 07/15/2020] [Indexed: 10/23/2022]
Abstract
Using a moment-to-moment multilevel approach, we examined the relative effectiveness of (a) toddlers' lagged (i.e., previous-interval) regulatory strategies and toddlers' lagged expression of negative emotion, as moderated by maternal affect, and (b) maternal lagged regulatory strategies, on toddlers' current-interval (1) expression of negative emotion, and, (2) ability to delay gratification during a wait task. Two-level random coefficient models, with twelve repeated-measurement occasions (10 s-intervals) of observed behaviors (N = 1571) nested within 134 mother-toddler dyads from low-income families (67 girls; Mage = 25.77 months, SDage = 1.60) were examined. Cross-level interactions revealed that maternal positive affect buffered severity of toddlers' expression of negative emotion between lagged and current-intervals, while maternal negative affect disrupted toddlers' effective utilization of lagged regulatory strategies on current-interval expression of negative emotion. However, regardless of maternal affect, toddlers who displayed higher expression of negative emotion and utilized more regulatory strategies in lagged-intervals displayed greater delay of gratification in current-intervals. Also, as mothers displayed greater minimization of toddlers' emotional distress, higher physical restraint, and used fewer distractions, toddlers displayed more intense expression of negative emotion in subsequent intervals. Similarly, as mothers used higher physical restraint and fewer distractions, toddlers were less able to wait in subsequent intervals. Results illustrate the disruptive roles of maternal negative affect and unsupportive regulatory strategies on toddlers' emotion and behavior regulation. Together, these findings point to targeting maternal positive affect in combination with supportive regulatory strategies to promote toddlers' transition from external- to internal-regulation.
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Affiliation(s)
- Neda Senehi
- Department of Psychiatry, University of Colorado Anschutz Medical Campus, United States; Department of Human Development and Family Studies, Michigan State University, United States.
| | - Holly E Brophy-Herb
- Department of Human Development and Family Studies, Michigan State University, United States
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Vučković S, Ručević S, Ajduković M. Parenting style and practices and children’s externalizing behaviour problems: Mediating role of children’s executive functions. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1080/17405629.2020.1768067] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Sandra Vučković
- Faculty of Humanities and Social Sciences, J. J. Strossmayer University of Osijek, Osijek, Croatia
| | - Silvija Ručević
- Faculty of Humanities and Social Sciences, J. J. Strossmayer University of Osijek, Osijek, Croatia
| | - Marina Ajduković
- Faculty of Law, Department of Social Work, University of Zagreb, Zagreb, Croatia
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Williams KE, Howard SJ. Proximal and distal predictors of self-regulatory change in children aged 4 to 7 years. BMC Pediatr 2020; 20:226. [PMID: 32423394 PMCID: PMC7236486 DOI: 10.1186/s12887-020-02133-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/05/2020] [Accepted: 05/07/2020] [Indexed: 01/08/2023] Open
Abstract
Background Growth in early self-regulation skills has been linked to positive health, wellbeing, and achievement trajectories across the lifespan. While individual studies have documented specific influences on self-regulation competencies in early childhood, few have modelled a comprehensive range of predictors of self-regulation change across health, development, and environment simultaneously. This study aimed to examine the concurrent associations among a range of proximal and distal influences on change in children’s self-regulation skills over 2 years from age 4–5 years. Methods Data from the Longitudinal Study of Australian Children (N = 4983) were used in a structural equation model, predicting a multi-source composite measure of self-regulation at each of 4–5 years and 6–7 years. By controlling for earlier self-regulation and covariates, the model examined the relative contributions of a comprehensive range of variables to self-regulation change including health, development, educational, home environment, time-use, and neighbourhood characteristics. Results The significant predictors of children’s self-regulation growth across 4 to 7 years were fewer behavioural sleep problems, higher gross motor and pre-academic skills, lower levels of maternal and paternal angry parenting, and lower levels of financial hardship. There were also marginal effects for high-quality home learning environments and child-educator relationships. Conclusion Findings suggest that if we are to successfully foster children’s self-regulation skills, interventionists would do well to operate not only on children’s current capacities but also key aspects of their surrounding context.
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Affiliation(s)
- Kate E Williams
- School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, QUT, Level 4 E Block, Victoria Park Road, Kelvin Grove, QLD, 4059, Australia.
| | - Steven J Howard
- Early Start, School of Education, Faculty of Social Sciences, University of Wollongong, Wollongong, Australia
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25
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Binder AS, Brown HR, Harvey EA. Executive Function and Trajectories of Emotion Dysregulation in Children with Parent-Reported Behavior Problems. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2020; 48:481-493. [DOI: 10.1007/s10802-019-00616-4] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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26
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Volling BL, Cabrera NJ, Feinberg ME, Jones DE, McDaniel BT, Liu S, Almeida D, Lee JK, Schoppe-Sullivan SJ, Feng X, Gerhardt ML, Dush CMK, Stevenson MM, Safyer P, Gonzalez R, Lee JY, Piskernik B, Ahnert L, Karberg E, Malin J, Kuhns C, Fagan J, Kaufman R, Dyer WJ, Parke RD, Cookston JT. Advancing Research and Measurement on Fathering and Child Development. Monogr Soc Res Child Dev 2019; 84:7-160. [PMID: 31034620 DOI: 10.1111/mono.12404] [Citation(s) in RCA: 52] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
Fathers are more than social accidents. Research has demonstrated that fathers matter to children's development. Despite noted progress, challenges remain on how best to conceptualize and assess fathering and father-child relationships. The current monograph is the result of an SRCD-sponsored meeting of fatherhood scholars brought together to discuss these challenges and make recommendations for best practices for incorporating fathers in studies on parenting and children's development. The first aim of this monograph was to provide a brief update on the current state of research on fathering and to lay out a developmental ecological systems perspective as a conceptual framework for understanding the different spaces fathers inhabit in their children's lives. Because there is wide variability in fathers' roles, the ecological systems perspective situates fathers, mothers, children, and other caregivers within an evolving network of interrelated social relationships in which children and their parents change over time and space (e.g., residence). The second aim was to present examples of empirical studies conducted by members of the international working group that highlighted different methods, data collection, and statistical analyses used to capture the variability in father-child relationships. The monograph ends with a commentary that elaborates on the ecological systems framework with a discussion of the broader macrosystem and social-contextual influences that impinge on fathers and their children. The collection of articles contributes to research on father-child relationships by advancing theory and presenting varied methods and analysis strategies that assist in understanding the father-child relationship and its impact on child development.
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Early life predictors of attention deficit/hyperactivity disorder symptomatology profiles from early through middle childhood. Dev Psychopathol 2019; 32:791-802. [PMID: 31439070 DOI: 10.1017/s0954579419001135] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
This study used repeated measures data to identify developmental profiles of elevated risk for ADHD (i.e., six or more inattentive and/or hyperactive-impulsive symptoms), with an interest in the age at which ADHD risk first emerged. Risk factors that were measured across the first 3 years of life were used to predict profile membership. Participants included 1,173 children who were drawn from the Family Life Project, an ongoing longitudinal study of children's development in low-income, nonmetropolitan communities. Four heuristic profiles of ADHD risk were identified. Approximately two thirds of children never exhibited elevated risk for ADHD. The remaining children were characterized by early childhood onset and persistent risk (5%), early childhood limited risk (10%), and middle childhood onset risk (19%). Pregnancy and delivery complications and harsh-intrusive caregiving behaviors operated as general risk for all ADHD profiles. Parental history of ADHD was uniquely predictive of early onset and persistent ADHD risk, and low primary caregiver education was uniquely predictive of early childhood limited ADHD risk. Results are discussed with respect to how changes to the age of onset criterion for ADHD in DSM5 may affect etiological research and the need for developmental models of ADHD that inform ADHD symptom persistence and desistance.
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Beauchaine TP, Hinshaw SP, Bridge JA. Nonsuicidal Self-Injury and Suicidal Behaviors in Girls: The Case for Targeted Prevention in Preadolescence. Clin Psychol Sci 2019; 7:643-667. [PMID: 31485384 PMCID: PMC6726409 DOI: 10.1177/2167702618818474] [Citation(s) in RCA: 34] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Non-suicidal self-injury (NSSI) affects 15-20% of adolescents-disproportionately girls-and is a strong predictor of eventual suicide attempts and suicide. Many girls now initiate NSSI before age 10. These early-starters exhibit greater frequency of NSSI, use more diverse methods, and are hospitalized more often, yet there are no empirically supported prevention programs for preadolescents. Obstacles to prevention include ascertaining who is sufficiently vulnerable and specifying mechanistic intervention targets. Recent research indicates that (1) preadolescent girls with ADHD who are also maltreated are at alarming risk for NSSI and suicide attempts by adolescence, and (2) the conjoint effects of these vulnerabilities are sufficiently potent for targeted prevention. Research also indicates that existing interventions are effective in altering child- and family-level mechanisms of NSSI. These interventions alter neurobiological markers of vulnerability, which can be used as proximal efficacy signals of prevention response, without waiting for NSSI and suicide attempts to emerge.
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Affiliation(s)
| | - Stephen P Hinshaw
- Departments of Psychology and Psychiatry, The University of California, Berkeley; University of California, San Francisco
| | - Jeffrey A Bridge
- Center for Suicide Prevention and Research, The Research Institute at Nationwide Children's Hospital, Columbus, OH
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Vilaseca R, Rivero M, Bersabé RM, Cantero MJ, Navarro-Pardo E, Valls-Vidal C, Ferrer F. Demographic and Parental Factors Associated With Developmental Outcomes in Children With Intellectual Disabilities. Front Psychol 2019; 10:872. [PMID: 31068864 PMCID: PMC6491580 DOI: 10.3389/fpsyg.2019.00872] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2018] [Accepted: 04/02/2019] [Indexed: 11/13/2022] Open
Abstract
The aim of the study was to examine the relation between demographic variables, parental characteristics, and cognitive, language and motor skills development in children with intellectual disabilities (ID). A sample of 89 children with ID, aged 20-47 months, completed the Bayley Scales of Infant Development to measure cognitive, motor, and linguistic development. Parents were administered questionnaires about demographic information and parental anxiety, depression, parental stress, conjugality and familial functioning. Parenting behaviors (affection, responsiveness, encouragement, and teaching) were observed using the Spanish version of PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes). A bivariate analysis showed that cognitive development in infants was significantly related to the mother's and father's responsiveness, and to the father's teaching scores. Infant language development was related to a variety of maternal factors (educational level, anxiety, depression, maternal responsiveness) and to the father's teaching scores. None of the factors were statistically related to child motor development. A multivariate regression analysis indicated that children's cognitive development can be predicted by a linear combination of maternal responsiveness and paternal teaching scores. Language development can be predicted by a linear combination of maternal anxiety and responsiveness, and paternal teaching scores. The present study provides evidence of the importance of paternal involvement for cognitive and language development in children with intellectual disabilities, and contributes to the increasing literature about fathering. Gaining knowledge about parental contributions to children's development is relevant for improving positive parenting in early intervention programs.
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Affiliation(s)
- Rosa Vilaseca
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain
| | - Magda Rivero
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain
| | - Rosa M. Bersabé
- Department of Psychobiology and Methodology of the Behavioral Sciences, University of Málaga, Málaga, Spain
| | - María-José Cantero
- Department of Developmental and Educational Psychology, University of Valencia, Valencia, Spain
| | - Esperanza Navarro-Pardo
- Department of Developmental and Educational Psychology, University of Valencia, Valencia, Spain
| | | | - Fina Ferrer
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain
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Vilaseca R, Rivero M, Bersabé RM, Navarro-Pardo E, Cantero MJ, Ferrer F, Valls Vidal C, Innocenti MS, Roggman L. Spanish Validation of the PICCOLO ( Parenting Interactions With Children: Checklist of Observations Linked to Outcomes). Front Psychol 2019; 10:680. [PMID: 30971993 PMCID: PMC6446975 DOI: 10.3389/fpsyg.2019.00680] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2018] [Accepted: 03/11/2019] [Indexed: 11/13/2022] Open
Abstract
Background/Objective: The aim of this study was to explore the psychometric properties of the Spanish version of the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO; Roggman et al., 2013a). This observational measure is composed of 29 items that assess the quality of four domains of parenting interactions that promote child development: affection, responsiveness, encouragement, and teaching. Methods: The sample included 203 mother-child dyads who had been video-recorded playing together. Fifty-six percent of the children were male, and 44% were female, aged from 10 to 47 months. Video-recorded observations were rated using PICCOLO items. Results: Confirmatory factor analysis supported that the instrument has four first-order factors corresponding to the hypothesized domains of parenting behaviors, and a second-order factor corresponding to a general factor of positive parenting. Construct validation evidence was compiled by examining the relationship between PICCOLO scores and child age. As expected, teaching domain and total PICCOLO scores were positively correlated with child age. The Spanish PICCOLO also demonstrated good inter-rater reliability (ranging from 0.69 to 0.84) and internal consistency reliability (ranging from 0.59 to 0.88) for the four domain scores and the total parenting score. Concurrent criterion-related validity was examined via correlations between parenting scores and child cognitive, language and motor skills outcomes, measured using the Bayley Scales of Infant Development. Conclusion: The Spanish version of the PICCOLO meets the criteria for a reliable and valid observational measurement of parenting interactions with children. The psychometric properties of the instrument make it appropriate for general research purposes, but also for program evaluation of Early Intervention and other parenting-support interventions. This measure, focused on parent strengths, could be used to facilitate family-centered practices in early intervention and other programs that have parenting as an outcome.
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Affiliation(s)
- Rosa Vilaseca
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain
| | - Magda Rivero
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain
| | - Rosa M. Bersabé
- Department of Psychobiology and Methodology of the Behavioral Sciences, University of Málaga, Málaga, Spain
| | - Esperanza Navarro-Pardo
- Department of Developmental and Educational Psychology, Universitat de València, Valencia, Spain
| | - Maria Jose Cantero
- Department of Developmental and Educational Psychology, Universitat de València, Valencia, Spain
| | - Fina Ferrer
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain
| | - Clara Valls Vidal
- Department of Psychology, Universitat Abat Oliba-CEU, Barcelona, Spain
| | - Mark S. Innocenti
- Center for Persons with Disabilities, Utah State University, Logan, UT, United States
| | - Lori Roggman
- Center for Persons with Disabilities, Utah State University, Logan, UT, United States
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Kiel EJ, Price NN, Premo JE. Maternal comforting behavior, toddlers' dysregulated fear, and toddlers' emotion regulatory behaviors. ACTA ACUST UNITED AC 2019; 20:793-803. [PMID: 30869939 DOI: 10.1037/emo0000600] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
Developmental theories of emotion regulation suggest that influences from both extrinsic (e.g., from caregivers) and intrinsic (i.e., temperament) sources contribute to children's displays of emotion regulatory behaviors. Very few studies have examined specific caregiver behaviors in relation to specific regulatory behaviors. Further, few empirical investigations have tested theoretical notions that temperament may be an important context in which to understand the nature of the relation between caregiver behavior and toddlers' regulatory behaviors. The current study examined the specific maternal behavior of physical comfort in relation to three regulatory strategies exhibited by toddlers (attention-shifting, caregiver-focused behavior, and self-focused behavior) in 117 pairs of mothers and their 24-month-old toddlers. Further, we tested the temperament dimension of dysregulated fear, a more recent derivation of behavioral inhibition, both in relation to regulatory efforts and as a moderator of relations between maternal comforting and toddler regulatory behaviors. Dysregulated fear related directly and positively to attention-shifting, and it moderated the relation between maternal comforting and both caregiver-focused and self-focused behaviors. This study provides new evidence of the importance of both extrinsic and intrinsic correlates of emotion regulation in early childhood. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Brito NH, Fifer WP, Amso D, Barr R, Bell MA, Calkins S, Flynn A, Montgomery-Downs HE, Oakes LM, Richards JE, Samuelson LM, Colombo J. Beyond the Bayley: Neurocognitive Assessments of Development During Infancy and Toddlerhood. Dev Neuropsychol 2019; 44:220-247. [PMID: 30616391 PMCID: PMC6399032 DOI: 10.1080/87565641.2018.1564310] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2018] [Revised: 12/15/2018] [Accepted: 12/17/2018] [Indexed: 10/27/2022]
Abstract
The use of global, standardized instruments is conventional among clinicians and researchers interested in assessing neurocognitive development. Exclusively relying on these tests for evaluating effects may underestimate or miss specific effects on early cognition. The goal of this review is to identify alternative measures for possible inclusion in future clinical trials and interventions evaluating early neurocognitive development. The domains included for consideration are attention, memory, executive function, language, and socioemotional development. Although domain-based tests are limited, as psychometric properties have not yet been well-established, this review includes tasks and paradigms that have been reliably used across various developmental psychology laboratories.
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Affiliation(s)
- Natalie H Brito
- a Department of Applied Psychology , New York University , New York , NY , USA
| | - William P Fifer
- b Division of Developmental Neuroscience , New York State Psychiatric Institute , New York , NY , USA
| | - Dima Amso
- c Department of Cognitive, Linguistic, and Psychological Sciences , Brown University , Providence , RI , USA
| | - Rachel Barr
- d Department of Psychology , Georgetown University , Washington , DC , USA
| | - Martha Ann Bell
- e Department of Psychology , Virginia Tech , Blacksburg , VA , USA
| | - Susan Calkins
- f Department of Human Development and Family Studies , University of North Carolina at Greensboro , Greensboro , NC , USA
| | - Albert Flynn
- g School of Food and Nutritional Sciences , University College Cork , Cork , Ireland
| | | | - Lisa M Oakes
- i Department of Psychology , University of California , Davis , CA , USA
| | - John E Richards
- j Department of Psychology , University of South Carolina , Columbia , SC , USA
| | | | - John Colombo
- l Department of Psychology , University of Kansas , Lawrence , KS , USA
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Karberg E, Cabrera N, Malin J, Kuhns C. Chapter VI: Longitudinal Contributions of Maternal and Paternal Intrusive Behaviors to Children's Sociability and Sustained Attention at Prekindergarten. Monogr Soc Res Child Dev 2019; 84:79-93. [PMID: 33005062 PMCID: PMC7526692] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
We examined the association between U.S.-born mothers' and fathers' intrusiveness at 24 months and children's sociability and sustained attention at prekindergarten in a sample of low-income, ethnic minority children (N = 74) enrolled in Early Head Start in the U.S. Event-based coding captured the frequency and intensity of parents' intrusive episodes with their children as well as the contingent affect of parents and children during each episode. Fathers and mothers did not differ in frequency of intrusive episodes; fathers were more intensely intrusive but exhibited more positive affect during intrusive episodes than mothers. Children exhibited more positive affect during intrusive exchanges with their fathers than with their mothers. Positive mother-child dyadic affect but not intrusive behaviors at 24 months were not related to sociability and sustained attention in prekindergarten. Moreover, positive mother-child dyadic affect buffered children from the negative effects of maternal intrusive behaviors on sociability.
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Acar IH, Frohn S, Prokasky A, Molfese VJ, Bates JE. Examining the Associations Between Performance Based and Ratings of Focused Attention in Toddlers: Are We Measuring the Same Constructs? INFANT AND CHILD DEVELOPMENT 2019; 28:e2116. [PMID: 30853857 PMCID: PMC6402356 DOI: 10.1002/icd.2116] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2017] [Accepted: 09/20/2018] [Indexed: 11/07/2022]
Abstract
The study examines the concurrent and longitudinal associations between ratings-based measures (parents, secondary caregivers, observers) and performance-based measures of focused attention in toddlers aged 30- (n = 147), 36- (n =127), and 42-months (n =107). Parents and secondary caregivers rated focused attention behaviors using the Children's Behavior Questionnaire (Rothbart et al., 2001), and observers rated toddlers' focused attention during a series of laboratory tasks using the Leiter-R Examiner Rating Scale (Roid & Miller, 1997). Toddlers' behaviors on three structured tasks (Token Sort, Toy Play, Lock Box) were used to assess their performance based focused attention in a laboratory setting. Correlations show that parent ratings are not related to observer and teacher ratings, or to the performance-based measures at all ages tested. Second, based on confirmatory factor analyses, a single factor explains the common variance between indicators when the parent ratings are not included in the models. The single factor shows measurement invariance between ages 36 and 42 months based on factor structure, relations of indicators to the factor, and factor scale over time. Third, indicators of focused attention at age 30 months do not seem to measure a common, coherent factor. Interpretations of similarities and differences between ratings and performance-based indicators of focused attention and the presence of a focused attention construct are discussed.
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Affiliation(s)
- Ibrahim H Acar
- Department of Early Childhood Education, College of Education, Istanbul Medipol University, Room C-307, Beykoz, 34810 Istanbul, Turkey, +90 212 444 8544
| | - Scott Frohn
- Psychometrician and Educational Psychologist, PSI Services LLC, 18000 W 105th St, Olathe, KS 66061, USA
| | - Amanda Prokasky
- Department of Child, Youth, and Family Studies, Center for Brain, Biology and Behavior, C80 East Stadium, University of Nebraska-Lincoln, Lincoln, NE 68588-0172, 402-472-8982
| | - Victoria J Molfese
- Department of Child, Youth & Family Studies, 133 Mabel Lee Hall, College of Education and Human Sciences, University of Nebraska- Lincoln, Lincoln NE 68588-0236, Phone (402) 472-6399
| | - John E Bates
- Department of Psychological and Brain Sciences, Indiana University, 1101 E. 10th St. Bloomington, IN 47405
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Bahrick LE, Todd JT, Soska KC. The Multisensory Attention Assessment Protocol (MAAP): Characterizing individual differences in multisensory attention skills in infants and children and relations with language and cognition. Dev Psychol 2018; 54:2207-2225. [PMID: 30359058 PMCID: PMC6263835 DOI: 10.1037/dev0000594] [Citation(s) in RCA: 45] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Multisensory attention skills provide a crucial foundation for early cognitive, social, and language development, yet there are no fine-grained, individual difference measures of these skills appropriate for preverbal children. The Multisensory Attention Assessment Protocol (MAAP) fills this need. In a single video-based protocol requiring no language skills, the MAAP assesses individual differences in three fundamental building blocks of attention to multisensory events-the duration of attention maintenance, the accuracy of intersensory (audiovisual) matching, and the speed of shifting-for both social and nonsocial events, in the context of high and low competing visual stimulation. In Experiment 1, 2- to 5-year-old children (N = 36) received the MAAP and assessments of language and cognitive functioning. In Experiment 2 the procedure was streamlined and presented to 12-month-olds (N = 48). Both infants and children showed high levels of attention maintenance to social and nonsocial events, impaired attention maintenance and speed of shifting when competing stimulation was high, and significant intersensory matching. Children showed longer maintenance, faster shifting, and less impairment from competing stimulation than infants. In 2- to 5-year-old children, duration and accuracy were intercorrelated, showed increases with age, and predicted cognitive and language functioning. The MAAP opens the door to assessing developmental pathways between early attention patterns to audiovisual events and language, cognitive, and social development. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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36
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Bose D, Vaclavik D, Buitron V, Rey Y, Silverman WK, Pettit JW. Attentional Control and Threat-Related Attention Bias Partially Explain the Association Between Maternal Psychological Control and Youth Anxiety Severity. COGNITIVE THERAPY AND RESEARCH 2018. [DOI: 10.1007/s10608-018-9982-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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37
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Chacko A, Bedard ACV, Marks D, Gopalan G, Feirsen N, Uderman J, Chimiklis A, Heber E, Cornwell M, Anderson L, Zwilling A, Ramon M. Sequenced neurocognitive and behavioral parent training for the treatment of ADHD in school-age children. Child Neuropsychol 2018; 24:427-450. [PMID: 28277151 PMCID: PMC6224162 DOI: 10.1080/09297049.2017.1282450] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
The present study examines the potential of sequencing a neurocognitive intervention with behavioral parent training (BPT) to improve executive functions (EFs), psychiatric symptoms, and multiple indices of functional impairment in school-age children aged 7 to 11 years who have been diagnosed with attention-deficit/hyperactivity disorder (ADHD). Specifically, in a randomized controlled trial design, 85 children were assigned to either Cogmed Working Memory Training (CWMT) followed by an empirically supported, manualized BPT intervention, or to a placebo version of CWMT followed by the same BPT intervention. Working memory maintenance (i.e., attention control/short-term memory), working memory processing and manipulation, ADHD and oppositional defiant disorder (ODD) symptoms, impairment in parent-child dynamics, familial impairment, and overall functional compromise were evaluated as outcomes. The results suggest specific effects of the combined CWMT and BPT program on verbal and nonverbal working memory storage and nonverbal working memory processing and manipulation but no incremental benefits in regard to ADHD symptoms, ODD symptoms, and functional outcomes. The present findings do not support the hypothesis regarding the complementary and augmentative benefits of sequenced neurocognitive and BPT interventions for the treatment of ADHD. These results, the study's limitations, and future directions for research are further discussed.
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Affiliation(s)
- A Chacko
- a Department of Applied Psychology , New York University , NY , USA
| | - A-C V Bedard
- b Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education , University of Toronto , Canada
| | - D Marks
- c Department of Child and Adolescent Psychiatry , New York University School of Medicine , NY , USA
| | - G Gopalan
- d Department of Social Work , University of Maryland at Baltimore , MD , USA
| | - N Feirsen
- e Department of Psychology , City University of New York , NY , USA
| | - J Uderman
- e Department of Psychology , City University of New York , NY , USA
| | - A Chimiklis
- e Department of Psychology , City University of New York , NY , USA
| | - E Heber
- e Department of Psychology , City University of New York , NY , USA
| | - M Cornwell
- e Department of Psychology , City University of New York , NY , USA
| | - L Anderson
- e Department of Psychology , City University of New York , NY , USA
| | - A Zwilling
- e Department of Psychology , City University of New York , NY , USA
| | - M Ramon
- e Department of Psychology , City University of New York , NY , USA
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Cole PM, Jacobs AE. From children's expressive control to emotion regulation: Looking back, looking ahead. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018; 15:658-677. [PMID: 30899314 PMCID: PMC6424503 DOI: 10.1080/17405629.2018.1438888] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
In 1984, Carolyn Saarni published an important cross-sectional study on the development of children's expressive control. That paper, as with much of her early work, presaged interest in the development of emotion regulation and of the efforts to understand emotion regulation both in typical and at risk children. In this paper, we look back on Dr. Saarni's work on expressive control and studies that used her creative disappointment task. We discuss conclusions from that work and how this germinal work on expressive control contributed to the study of the broader concept of emotion regulation. We look ahead to the next steps that carry this line of research forward contributing to the development of emotional competence and mental health.
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Affiliation(s)
- Pamela M Cole
- Child Study Center, The Pennsylvania State University, University Park, Pennsylvania, U.S.A
| | - Amber E Jacobs
- Child Study Center, The Pennsylvania State University, University Park, Pennsylvania, U.S.A
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Dauch C, Imwalle M, Ocasio B, Metz AE. The influence of the number of toys in the environment on toddlers’ play. Infant Behav Dev 2018; 50:78-87. [DOI: 10.1016/j.infbeh.2017.11.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2017] [Revised: 11/09/2017] [Accepted: 11/10/2017] [Indexed: 10/18/2022]
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Social Attention, Joint Attention and Sustained Attention in Autism Spectrum Disorder and Williams Syndrome: Convergences and Divergences. J Autism Dev Disord 2018; 47:1866-1877. [PMID: 28349363 DOI: 10.1007/s10803-017-3106-4] [Citation(s) in RCA: 40] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
There is limited knowledge on shared and syndrome-specific attentional profiles in autism spectrum disorder (ASD) and Williams syndrome (WS). Using eye-tracking, we examined attentional profiles of 35 preschoolers with ASD, 22 preschoolers with WS and 20 typically developing children across social and non-social dimensions of attention. Children with ASD and those with WS presented with overlapping deficits in spontaneous visual engagement with the target of others' attention and in sustained attention. Children with ASD showed syndrome-specific abnormalities in monitoring and following a person's referential gaze, as well as a lack of preferential attention to social stimuli. Children with ASD and WS present with shared as well as syndrome-specific abnormalities across social and non-social dimensions of attention.
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Nuske HJ, Hedley D, Woollacott A, Thomson P, Macari S, Dissanayake C. Developmental delays in emotion regulation strategies in preschoolers with autism. Autism Res 2017; 10:1808-1822. [DOI: 10.1002/aur.1827] [Citation(s) in RCA: 37] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2017] [Revised: 04/11/2017] [Accepted: 05/23/2017] [Indexed: 11/06/2022]
Affiliation(s)
- Heather J. Nuske
- Center for Mental Health Policy and Services Research, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia; Pennsylvania USA
| | - Darren Hedley
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University; Victoria Australia
| | - Alexandra Woollacott
- Psychology Department; College of Arts and Sciences, Seattle University, Seattle; Washington USA
| | - Phoebe Thomson
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University; Victoria Australia
| | - Suzanne Macari
- Child Study Center; School of Medicine, Yale University, New Haven, New Haven; Connecticut USA
| | - Cheryl Dissanayake
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University; Victoria Australia
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42
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Executive function in the first three years of life: Precursors, predictors and patterns. DEVELOPMENTAL REVIEW 2016. [DOI: 10.1016/j.dr.2016.06.005] [Citation(s) in RCA: 102] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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Eggum-Wilkens ND, Reichenberg RE, Eisenberg N, Spinrad TL. Components of Effortful Control and Their Relations to Children's Shyness. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016; 40:544-554. [PMID: 27840463 DOI: 10.1177/0165025415597792] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Abstract
Relations between children's (N = 213) mother-reported effortful control components (attention focusing, attention shifting, inhibitory control at 42 months; activational control at 72 months) and mother-reported shyness trajectories across 42, 54, 72, and 84 months of age were examined. In growth models, shyness decreased. Inhibitory control and attention shifting predicted higher levels and lower levels of shyness at 42 months (the intercept), respectively. Inhibitory control negatively, and attention shifting positively, predicted the shyness slope. Children with higher inhibitory control had relatively more rapid decreases in shyness. Children with higher attention shifting had relatively slower decreases in shyness. Activational control was negatively correlated with the shyness intercept. Effortful control components should be examined separately, rather than in combination, in relation to shyness in the future. If results are replicated, it may suggest that fostering attention shifting and activational control development may help prevent, or maintain low levels of, shyness during childhood.
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44
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Young children's ability to report on past, future, and hypothetical pain states: a cognitive-developmental perspective. Pain 2016; 157:2399-2409. [DOI: 10.1097/j.pain.0000000000000666] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
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45
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Mothers' Attention-getting Utterances During Shared Book Reading: Links to Low-income Preschoolers' Verbal Engagement, Visual Attention, and Early Literacy. INFANT AND CHILD DEVELOPMENT 2015. [DOI: 10.1002/icd.1932] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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46
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Tang E, Luyten P, Casalin S, Vliegen N. Parental Personality, Relationship Stress, and Child Development: A Stress Generation Perspective. INFANT AND CHILD DEVELOPMENT 2015. [DOI: 10.1002/icd.1922] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Affiliation(s)
- Eileen Tang
- Faculty of Psychology; KU Leuven; Leuven Belgium
| | - Patrick Luyten
- Faculty of Psychology; KU Leuven; Leuven Belgium
- Research Department of Clinical, Educational and Health Psychology; University College London; London UK
| | - Sara Casalin
- Faculty of Psychology; KU Leuven; Leuven Belgium
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Verner MA, Plusquellec P, Desjardins JL, Cartier C, Haddad S, Ayotte P, Dewailly É, Muckle G. Prenatal and early-life polychlorinated biphenyl (PCB) levels and behavior in Inuit preschoolers. ENVIRONMENT INTERNATIONAL 2015; 78:90-94. [PMID: 25796081 DOI: 10.1016/j.envint.2015.02.004] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/06/2014] [Revised: 12/23/2014] [Accepted: 02/02/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND Whereas it is well established that prenatal exposure to polychlorinated biphenyls (PCBs) can disrupt children's behavior, early postnatal exposure has received relatively little attention in environmental epidemiology. OBJECTIVES To evaluate prenatal and postnatal exposures to PCB-153, a proxy of total PCB exposure, and their relation to inattention and activity in 5-year-old Inuits from the Cord Blood Monitoring Program. METHODS Prenatal exposure to PCBs was informed by cord plasma PCB-153 levels. We used a validated pharmacokinetic model to estimate monthly infants' levels across the first year of life. Inattention and activity were assessed by coding of video recordings of children undergoing fine motor testing. We used multivariable linear regression to evaluate the association between prenatal and postnatal PCB-153 levels and inattention (n=97) and activity (n=98) at 5years of age. RESULTS Cord plasma PCB-153 was not associated with inattention and activity. Each interquartile range (IQR) increase in estimated infant PCB-153 levels at 2months was associated with a 1.02% increase in the duration of inattention (95% CI: 0.04, 2.00). Statistical adjustment for the duration of breastfeeding slightly increased regression coefficients for postnatal level estimates, some of which became statistically significant for inattention (months: 2-4) and activity (months: 2-5). CONCLUSIONS Our study adds to the growing evidence of postnatal windows of development during which children are more susceptible to neurotoxicants like PCBs.
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Affiliation(s)
- Marc-André Verner
- Department of Environmental Health, Harvard School of Public Health, 401 Park Drive, HSPH-BWH-301W, Boston, MA 02215, USA; Institute of Environmental Medicine, Karolinska Institutet, Box 210, Nobelsväg 13, Solna 171 77, Sweden.
| | - Pierrich Plusquellec
- Centre for Studies on Human Stress, Research Center of the Mental Health Institute, 7401 Rue Hochelaga, Montreal, Quebec, H1N 3M5, Canada; Etholabs, School of Psychoeducation, University of Montreal, C. P. 6128, succursale Centre-ville, Montreal, Quebec, H3C 3J7, Canada.
| | - Justine Laura Desjardins
- Centre for Studies on Human Stress, Research Center of the Mental Health Institute, 7401 Rue Hochelaga, Montreal, Quebec, H1N 3M5, Canada.
| | - Chloé Cartier
- Département de psychologie, Université du Québec à Montréal, 320 Sainte-Catherine Est Pavillon J.A. De Sève, local DS5775, Montreal, Quebec H2X 1L7, Canada; INSERM U1085, Université Rennes I, 263 Avenue du Général Leclerc, 35042 Rennes, France.
| | - Sami Haddad
- Department of Occupational and Environmental Health, School of Public Health, Université de Montréal, 2375 ch. de la Cote-Sainte-Catherine, Montreal, Quebec, H3T 1A8, Canada; Université de Montréal Public Health Research Institute, Université de Montréal, 7101 avenue du Parc, office 3187-03, Montreal, Quebec, H3N 1X9, Canada.
| | - Pierre Ayotte
- Centre de recherche du CHU de Québec, Université Laval, 2875 Laurier, Quebec, Quebec G1V 2M2, Canada.
| | - Éric Dewailly
- Centre de recherche du CHU de Québec, Université Laval, 2875 Laurier, Quebec, Quebec G1V 2M2, Canada.
| | - Gina Muckle
- Centre de recherche du CHU de Québec, Université Laval, 2875 Laurier, Quebec, Quebec G1V 2M2, Canada.
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48
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Steeger CM, Gondoli DM, Gibson BS, Morrissey RA. Combined cognitive and parent training interventions for adolescents with ADHD and their mothers: A randomized controlled trial. Child Neuropsychol 2015; 22:394-419. [PMID: 25731907 DOI: 10.1080/09297049.2014.994485] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
This study examined the individual and combined effects of two nonpharmacological treatments for attention deficit/hyperactivity disorder (ADHD): Cogmed working memory training (CWMT) for adolescents and behavioral parent training (BPT) for mothers. Ninety-one adolescents (ages 11-15) and their mothers were randomized to one of four CWMT and BPT treatment and active control (placebo) group combinations of 5-week interventions. At pre- and posttest, mothers and teachers completed rating forms, and adolescents completed neuropsychological measures of working memory (WM). Individual intervention effects showed that treatment CWMT significantly improved WM spans, whereas there were no significant differences for treatment or control BPT on reports of parent-related outcomes. Combined treatment effects indicated an overall pattern of greatest improvements for the control CWMT/treatment BPT group, as compared to the other three groups, on adolescent WM deficit, behavioral regulation problems, and global executive deficit. Most significant effects for outcomes were main effects of improvements over time. A combination of CWMT and BPT did not result in increased treatment gains. However, potential effects of combined treatment may have been masked by greater perceived benefits arising from lack of struggle in the nonadaptive, CWMT active control condition. Future combined intervention research should focus on specific, theoretically driven WM deficits among individuals with ADHD, should include possible adaptations to the standard CWMT program, should examine effectiveness of cognitive treatments combined with contextual interventions and should utilize appropriate control groups to fully understand the unique and combined effects of interventions.
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Affiliation(s)
- Christine M Steeger
- a Department of Psychology , University of Notre Dame , Notre Dame , IN , USA
| | - Dawn M Gondoli
- a Department of Psychology , University of Notre Dame , Notre Dame , IN , USA
| | - Bradley S Gibson
- a Department of Psychology , University of Notre Dame , Notre Dame , IN , USA
| | - Rebecca A Morrissey
- a Department of Psychology , University of Notre Dame , Notre Dame , IN , USA
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McElwain NL, Holland AS, Engle JM, Wong MS, Emery HT. Child-Mother Attachment Security and Child Characteristics as Joint Contributors to Young Children's Coping in a Challenging Situation. INFANT AND CHILD DEVELOPMENT 2014. [DOI: 10.1002/icd.1886] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | | | | | | | - Helen T. Emery
- University of Illinois at Urbana-Champaign; Urbana IL USA
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50
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Ferrier DE, Bassett HH, Denham SA. Relations between executive function and emotionality in preschoolers: Exploring a transitive cognition-emotion linkage. Front Psychol 2014; 5:487. [PMID: 24904500 PMCID: PMC4033842 DOI: 10.3389/fpsyg.2014.00487] [Citation(s) in RCA: 53] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2014] [Accepted: 05/05/2014] [Indexed: 11/13/2022] Open
Abstract
Emotions play a crucial role in appraisal of experiences and environments and in guiding thoughts and actions. Moreover, executive function (EF) and emotion regulation (ER) have received much attention, not only for positive associations with children's social-emotional functioning, but also for potential central roles in cognitive functioning. In one conceptualization of ER (Campos etal., 2004), processes of ER, and those of emotional expression and experience (hereafter referred to as emotionality) are highly related and reciprocal; yet, there has been little research on young children's EF that focuses on emotionality, although it is easily observed within a classroom. The two goals of the study were to: (1) investigate the relatively unexplored role of emotionality in the development of EF in early childhood and (2) assess the relations between an observational rating of EF obtained after direct assessment with a standardized EF rating scale. We predicted that observed emotionality and EF would both demonstrate stability and predict one another within and across time. 175 children aged 35-60 months were recruited from Head Start and private childcare centers. Using partial least squares modeling, we chose T1 emotionality as the exogenous variable and tested pathways between emotionality and EF across two time points, 6 months apart. Results showed that both T1 observed EF and emotionality predicted their respective T2 counterparts, supporting the idea that both constructs build upon existing systems. Further, T1 emotionality predicted T1 observed EF and the T2 BRIEF-P composite. In turn, T1 observed EF predicted emotionality and the T2 BRIEF-P composite. These findings fit with literature on older populations in which EF and emotionality have been related, yet are the first to report such relations in early childhood. Last, T1 observed EF's positive prediction of the T2 BRIEF-P composite lends credence to the use of both EF measures in applied and research settings.
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Affiliation(s)
- David E. Ferrier
- Department of Psychology, George Mason UniversityFairfax, VA, USA
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