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Urquia ML, St-Germain AAF, Godoy M, Brownell M, Janus M. Disparities in Child Development by Maternal Birthplace and Child Sex among Kindergarten Children in Manitoba, Canada: A Population-Based Data Linkage Study. J Immigr Minor Health 2024:10.1007/s10903-024-01638-x. [PMID: 39436473 DOI: 10.1007/s10903-024-01638-x] [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: 10/04/2024] [Indexed: 10/23/2024]
Abstract
Little is known about differences in child developmental vulnerability before school entry according to maternal birthplace and sex. Official immigration records were linked with the Early Development Instrument assessments among children in kindergarten in the province of Manitoba, Canada (2005-2017). Logistic regression was used to estimate odds ratios of vulnerability in five developmental domains associated with maternal birthplace and child sex. Children of immigrant mothers from most birthplaces had higher adjusted odds of developmental vulnerability than non-immigrants in domains related to language and communication skills, except those of the rest of North America & Oceania. Children of Sub-Saharan African mothers were more vulnerable in four domains. Boys were consistently more vulnerable than girls across domains and maternal birthplaces. Children of immigrant mothers exhibited higher developmental vulnerability than non-immigrants in domains related to language and communication skills, potentially reflecting exposure to English and French as second languages.
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Affiliation(s)
- Marcelo L Urquia
- Department of Community Health Sciences, College of Medicine, Rady Faculty of Health Sciences, Manitoba Centre for Health Policy, University of Manitoba, Room 408-727 McDermot Ave, Winnipeg, MB, R3E 3P5, Canada.
- Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada.
| | - Andrée-Anne Fafard St-Germain
- Department of Community Health Sciences, College of Medicine, Rady Faculty of Health Sciences, Manitoba Centre for Health Policy, University of Manitoba, Room 408-727 McDermot Ave, Winnipeg, MB, R3E 3P5, Canada
- Department of Nutritional Sciences, University of Toronto, Toronto, ON, Canada
| | - Maria Godoy
- Department of Community Health Sciences, College of Medicine, Rady Faculty of Health Sciences, Manitoba Centre for Health Policy, University of Manitoba, Room 408-727 McDermot Ave, Winnipeg, MB, R3E 3P5, Canada
| | - Marni Brownell
- Department of Community Health Sciences, College of Medicine, Rady Faculty of Health Sciences, Manitoba Centre for Health Policy, University of Manitoba, Room 408-727 McDermot Ave, Winnipeg, MB, R3E 3P5, Canada
| | - Magdalena Janus
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada
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2
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Gagnon E, Boivin M, Mimeau C, Feng B, Morneau-Vaillancourt G, Aubé S, Brendgen M, Vitaro F, Dionne G. The Intensity of Formal Child-Care Attendance Decreases the Shared Environment Contribution to School Readiness: A Twin Study. Child Psychiatry Hum Dev 2024; 55:882-892. [PMID: 36269520 PMCID: PMC11245436 DOI: 10.1007/s10578-022-01440-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/05/2022] [Indexed: 11/26/2022]
Abstract
The purpose of this study was to explore if child-care intensity (hours/weeks) and age of onset could moderate genetic and environmental contributions to school readiness. A sample of 648 (85% Whites; 50% Females) pairs of twins was used to compute a GxE, CxE and ExE interaction analyses. The moderation model showed that shared environment explains 48% of individual differences in school readiness for children not attending formal child-care, and decreased gradually to a mere 3% for children attending formal child-care full time, e.g., 40 h per week. Age of onset exerted no moderation effect. The results support the hypothesis that child-care acts as a normalizing environment, possibly buffering negative effects from low-quality home environments on school readiness.
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Affiliation(s)
- Eloi Gagnon
- Department of Psychology, Laval University, 2325 Allée des Bibliothèques, Québec, QC, G1V 0A6, Canada.
| | - Michel Boivin
- Department of Psychology, Laval University, 2325 Allée des Bibliothèques, Québec, QC, G1V 0A6, Canada
| | - Catherine Mimeau
- Department of Psychology, Laval University, 2325 Allée des Bibliothèques, Québec, QC, G1V 0A6, Canada
| | - Bei Feng
- Department of Psychology, Laval University, 2325 Allée des Bibliothèques, Québec, QC, G1V 0A6, Canada
| | | | - Sophie Aubé
- Department of Psychology, Laval University, 2325 Allée des Bibliothèques, Québec, QC, G1V 0A6, Canada
| | - Mara Brendgen
- Department of Psychology, Quebec University in Montreal, Montreal, QC, Canada
| | - Frank Vitaro
- School of Psychoeducation, University of Montreal, Montreal, QC, Canada
| | - Ginette Dionne
- Department of Psychology, Laval University, 2325 Allée des Bibliothèques, Québec, QC, G1V 0A6, Canada.
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3
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Hoffmann A, Little L, Vincent K, Lui K, Pabalan L. Initial characterization of print awareness in unhoused children. Front Psychol 2024; 14:1274777. [PMID: 38415063 PMCID: PMC10897729 DOI: 10.3389/fpsyg.2023.1274777] [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: 09/13/2023] [Accepted: 12/21/2023] [Indexed: 02/29/2024] Open
Abstract
This study provides an initial understanding of print awareness, a foundational literacy skill, in a group of 12 unhoused children at two shelters in a large urban setting. Children ranged in age from 4;1 to 8;0, representing grades associated with learning to read (i.e., pre-kindergarten to second grade). Findings indicate that the majority of children in this sample were significantly delayed in their acquisition of print awareness skills. Caregivers were surveyed regarding their beliefs about supporting literacy development and what would be beneficial for helping them in this area. Responses indicated that almost all caregivers believed that some literacy development should occur outside of the school setting and that it would be helpful if they (the caregivers) were taught both what skills to teach and how to teach them.
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Affiliation(s)
- Anne Hoffmann
- Department of Communication Disorders and Sciences, Rush University Medical Center, Chicago, IL, United States
- Department of Pediatrics, Rush University Medical Center, Chicago, IL, United States
| | - Lauren Little
- Department of Pediatrics, Rush University Medical Center, Chicago, IL, United States
- Department of Occupational Therapy, Rush University Medical Center, Chicago, IL, United States
| | - Kristen Vincent
- Department of Communication Disorders and Sciences, Rush University Medical Center, Chicago, IL, United States
- Department of Psychiatry and Behavioral Sciences, Rush University Medical Center, Chicago, IL, United States
| | - Karen Lui
- Department of Pediatrics, Rush University Medical Center, Chicago, IL, United States
| | - Laura Pabalan
- Department of Pediatrics, Rush University Medical Center, Chicago, IL, United States
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4
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Crouse JJ, LaMonica HM, Song YJC, Boulton KA, Rohleder C, DeMayo MM, Wilson CE, Loblay V, Hindmarsh G, Stratigos T, Krausz M, Foo N, Teo M, Hunter A, Guastella AJ, Banati RB, Troy J, Hickie IB. Designing an App for Parents and Caregivers to Promote Cognitive and Socioemotional Development and Well-being Among Children Aged 0 to 5 Years in Diverse Cultural Settings: Scientific Framework. JMIR Pediatr Parent 2023; 6:e38921. [PMID: 36780220 PMCID: PMC9972208 DOI: 10.2196/38921] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Revised: 11/02/2022] [Accepted: 12/28/2022] [Indexed: 12/29/2022] Open
Abstract
Recent years have seen remarkable progress in our scientific understanding of early childhood social, emotional, and cognitive development, as well as our capacity to widely disseminate health information by using digital technologies. Together, these scientific and technological advances offer exciting opportunities to deliver high-quality information about early childhood development (ECD) to parents and families globally, which may ultimately lead to greater knowledge and confidence among parents and better outcomes among children (particularly in lower- and middle-income countries). With these potential benefits in mind, we set out to design, develop, implement, and evaluate a new parenting app-Thrive by Five-that will be available in 30 countries. The app will provide caregivers and families with evidence-based and culturally appropriate information about ECD, accompanied by sets of collective actions that go beyond mere tips for parenting practices. Herein, we describe this ongoing global project and discuss the components of our scientific framework for developing and prototyping the app's content. Specifically, we describe (1) 5 domains that are used to organize the content and goals of the app's information and associated practices; (2) 5 neurobiological systems that are relevant to ECD and can be behaviorally targeted to potentially influence social, emotional, and cognitive development; (3) our anthropological and cultural framework for learning about local contexts and appreciating decolonization perspectives; and (4) our approach to tailoring the app's content to local contexts, which involves collaboration with in-country partner organizations and local and international subject matter experts in ECD, education, medicine, psychology, and anthropology, among others. Finally, we provide examples of the content that was incorporated in Thrive by Five when it launched globally.
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Affiliation(s)
- Jacob J Crouse
- Youth Mental Health and Technology Team, Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Camperdown, Australia
| | - Haley M LaMonica
- Youth Mental Health and Technology Team, Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Camperdown, Australia
| | - Yun Ju Christine Song
- Youth Mental Health and Technology Team, Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Camperdown, Australia
| | - Kelsie A Boulton
- Clinic for Autism and Neurodevelopment Research, Brain and Mind Centre, Children's Hospital Westmead Clinical School, Faculty of Medicine and Health, University of Sydney, Camperdown, Australia
| | - Cathrin Rohleder
- Youth Mental Health and Technology Team, Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Camperdown, Australia.,Department of Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
| | - Marilena M DeMayo
- Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada.,Department of Psychiatry, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.,Department of Radiology, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
| | - Chloe E Wilson
- Youth Mental Health and Technology Team, Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Camperdown, Australia
| | - Victoria Loblay
- Youth Mental Health and Technology Team, Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Camperdown, Australia.,The Australian Prevention Partnership Centre, Menzies Centre for Health Policy, University of Sydney, Sydney, Australia
| | - Gabrielle Hindmarsh
- Youth Mental Health and Technology Team, Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Camperdown, Australia
| | - Tina Stratigos
- Sydney School of Education and Social Work, Faculty of Arts and Social Sciences, University of Sydney, Sydney, Australia
| | - Michael Krausz
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada
| | | | | | | | - Adam J Guastella
- Youth Mental Health and Technology Team, Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Camperdown, Australia.,Clinic for Autism and Neurodevelopment Research, Brain and Mind Centre, Children's Hospital Westmead Clinical School, Faculty of Medicine and Health, University of Sydney, Camperdown, Australia
| | - Richard B Banati
- Australian Nuclear Science and Technology Organisation, Sydney, Australia
| | - Jakelin Troy
- Faculty of Arts and Social Sciences, University of Sydney, Sydney, Australia
| | - Ian B Hickie
- Youth Mental Health and Technology Team, Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Camperdown, Australia
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Carpentier P, Morneau-Vaillancourt G, Aubé S, Matte-Gagné C, Denault AS, Brendgen M, Larose S, Petitclerc A, Ouellet-Morin I, Carbonneau R, Feng B, Séguin J, Côté S, Vitaro F, Tremblay RE, Dionne G, Boivin M. A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement. PLoS One 2022; 17:e0276532. [PMID: 36399469 PMCID: PMC9674147 DOI: 10.1371/journal.pone.0276532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Accepted: 10/09/2022] [Indexed: 11/19/2022] Open
Abstract
The present study documented in two distinct population-based samples the contribution of preschool fluid and crystallized cognitive abilities to school achievement in primary school and examined the mediating role of crystallized abilities in this sequence of predictive associations. In both samples, participants were assessed on the same cognitive abilities at 63 months (sample 1, n = 1072), and at 41 and 73 months (sample 2, n = 1583), and then with respect to their school achievement from grade 1 (7 years) to grade 6 (12 years). Preschool crystallized abilities were found to play a key role in predicting school achievement. They contributed substantially to school achievement in the early school years, but more modestly in the later years, due to the strong auto-regression of school achievement. They also mediated the association between fluid abilities and later school achievement in the early grades of school, with the former having modest direct contribution to the latter in the later grades. These findings are discussed regarding their implication for preventive interventions.
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Affiliation(s)
| | | | - Sophie Aubé
- School of Psychology, Université Laval, Québec, Québec, Canada
| | | | | | - Mara Brendgen
- Department of Psychology, Université du Québec à Montréal, Montréal, Québec, Canada
| | - Simon Larose
- Faculty of Education Science, Université Laval, Québec, Québec, Canada
| | | | | | - René Carbonneau
- Department of Pediatrics and Psychology, Université de Montréal, Montréal, Québec, Canada
| | - Bei Feng
- School of Psychology, Université Laval, Québec, Québec, Canada
| | - Jean Séguin
- Department of Psychiatry, Université de Montréal, Montréal, Québec, Canada
| | - Sylvana Côté
- Department of Social and Preventive Medicine, Université de Montréal, Montréal, Québec, Canada
| | - Frank Vitaro
- School of Psycho-Education, Université de Montréal, Montréal, Québec, Canada
| | - Richard E. Tremblay
- Department of Pediatrics and Psychology, Université de Montréal, Montréal, Québec, Canada
| | - Ginette Dionne
- School of Psychology, Université Laval, Québec, Québec, Canada
| | - Michel Boivin
- School of Psychology, Université Laval, Québec, Québec, Canada
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Maternal depressive symptoms and children's cognitive school readiness: the role of gene-environment interplay. Arch Womens Ment Health 2022; 25:595-602. [PMID: 35305160 DOI: 10.1007/s00737-022-01207-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Accepted: 01/21/2022] [Indexed: 11/02/2022]
Abstract
Maternal depressive symptoms are a robust risk factor for poor cognitive outcomes in children, yet the role of gene-environment interplay in this association is not well understood. The objective of this study was to evaluate gene-environment interaction in the association between maternal depressive symptoms and children's cognitive school readiness. Data come from a population-based birth cohort of 538 twin pairs. Maternal depressive symptoms were self-reported (Centre for Epidemiologic Studies Depression Scale) when children were aged 6 and 18 months (a mean score was used). Children's cognitive school readiness was assessed using the Lollipop Test when children were aged 5 years. Analyses were conducted with structural equation modeling. Maternal depressive symptoms were correlated with children's cognitive school readiness (r = -0.10). Shared environmental factors explained most of the variance in children's cognitive school readiness (52%). The remaining variance was accounted for by genetic (30%) and nonshared environmental factors (18%). As the level of maternal depressive symptoms increased, the relative contribution of nonshared environmental factors to the variance in children's cognitive school readiness increased (0.14 [95% CI: 0.04 to 0.24]), whereas the relative contribution of genetic factors decreased (-0.28 [-0.64 to 0.08]). In contexts of elevated maternal depressive symptoms, environmental - and potentially modifiable - factors may be especially important for shaping children's cognitive outcomes. This suggests that interventions to improve the early childhood environment of children exposed to maternal depressive symptoms may improve their cognitive outcomes.
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School Readiness and Achievement in Early Elementary School: Moderation by Students' Temperament. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021; 74. [PMID: 34177029 DOI: 10.1016/j.appdev.2021.101265] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
The goals of this study were to examine the longitudinal relations between school readiness and reading and math achievement and to test if these relations were moderated by temperament. The sample included socio-economically and ethnically diverse twins (N=551). Parents reported on school readiness when children were five years old. Teachers reported on temperament (effortful control, anger, and shyness) three years later. Standardized measures of reading and math were obtained when children were eight years old. Effortful control and shyness moderated the effect of school readiness on reading. Prediction of reading from school readiness was strongest when students were high in effortful control and low in shyness. Effortful control and shyness predicted math beyond school readiness. There were no relations involving anger. Findings demonstrate that temperament can potentiate the relations between school readiness and reading and highlight the importance of promoting school readiness and effortful control, while decreasing shyness.
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Potmesilova P, Potmesil M. Temperament and School Readiness - A Literature Review. Front Psychol 2021; 12:599411. [PMID: 34093300 PMCID: PMC8172806 DOI: 10.3389/fpsyg.2021.599411] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 04/22/2021] [Indexed: 11/22/2022] Open
Abstract
This review study was conducted to describe how temperament is related to school readiness. The basic research question was whether there is any relationship between later school success and temperament in children and, if so, what characterizes it. A systematic search of databases and journals identified 27 papers that met the two criteria: temperament and school readiness. The analytical strategy followed the PRISMA method. The research confirmed the direct relationship between temperament and school readiness. There is a statistically significant relationship between temperament and school readiness. Both positive and negative emotionality influence behavior (especially concentration), which is reflected in the approach to learning and school success.
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Affiliation(s)
- Petra Potmesilova
- Department of Christian Education, Sts Cyril and Methodius Faculty of Theology, Palacký University, Olomouc, Czechia
| | - Milon Potmesil
- The Center of Evidence-Based Education and Arts Therapies, Faculty of Education, Palacký University, Olomouc, Czechia
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Dhamrait GK, Christensen D, Pereira G, Taylor CL. Associations between biological and sociodemographic risks for developmental vulnerability in twins at age 5: a population data linkage study in Western Australia. BMJ Open 2020; 10:e038846. [PMID: 33067288 PMCID: PMC7569973 DOI: 10.1136/bmjopen-2020-038846] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
OBJECTIVE To investigate the prevalence of, and associations between, prenatal and perinatal risk factors and developmental vulnerability in twins at age 5. DESIGN Retrospective cohort study using bivariate and multivariable logistic regression. SETTING Western Australia (WA), 2002-2015. PARTICIPANTS 828 twin pairs born in WA with an Australian Early Development Census (AEDC) record from 2009, 2012 or 2015. MAIN OUTCOME MEASURES The AEDC is a national measure of child development across five domains. Children with scores <10th percentile were classified as developmentally vulnerable on, one or more domains (DV1), or two or more domains (DV2). RESULTS In this population, 26.0% twins were classified as DV1 and 13.5% as DV2. In the multivariable model, risk factors for DV1 were maternal age <25 years (adjusted OR (aOR): 7.06, 95% CI: 2.29 to 21.76), child speaking a language other than English at home (aOR: 6.45, 95% CI: 2.17 to 19.17), male child (aOR: 5.08, 95% CI: 2.89 to 8.92), age younger than the reference category for the study sample (≥5 years 1 month to <5 years 10 months) at time of AEDC completion (aOR: 3.34, 95% CI: 1.55 to 7.22) and having a proportion of optimal birth weight (POBW) <15th percentile of the study sample (aOR: 2.06, 95% CI 1.07 to 3.98). Risk factors for DV2 were male child (aOR: 7.87, 95% CI: 3.45 to 17.97), maternal age <25 (aOR: 5.60, 95% CI: 1.30 to 24.10), age younger than the reference category (aOR: 5.36, 95% CI: 1.94 to 14.82), child speaking a language other than English at home (aOR: 4.65, 95% CI: 1.14 to 19.03), mother's marital status as not married at the time of twins' birth (aOR: 4.59, 95% CI: 1.13 to 18.55), maternal occupation status in the lowest quintile (aOR: 3.30, 95% CI: 1.11 to 9.81) and a POBW <15th percentile (aOR: 3.11, 95% CI: 1.26 to 7.64). CONCLUSION Both biological and sociodemographic risk factors are associated with developmental vulnerability in twins at 5 years of age.
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Affiliation(s)
- Gursimran Kaur Dhamrait
- Telethon Kids Institute, Nedlands, Western Australia, Australia
- School of Population and Global Health, The University of Western Australia Faculty of Health and Medical Sciences, Perth, Western Australia, Australia
| | | | - Gavin Pereira
- Telethon Kids Institute, Nedlands, Western Australia, Australia
- School of Public Health, Curtin University, Perth, Western Australia, Australia
| | - Catherine Louise Taylor
- Telethon Kids Institute, Nedlands, Western Australia, Australia
- Centre for Child Health Research, University of Western Australia, Perth, Western Australia, Australia
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Orsulic‐Jeras S, Whitlatch CJ, Powers SM, Johnson J. A dyadic perspective on assessment in Alzheimer's dementia: Supporting both care partners across the disease continuum. ALZHEIMER'S & DEMENTIA (NEW YORK, N. Y.) 2020; 6:e12037. [PMID: 32885021 PMCID: PMC7453780 DOI: 10.1002/trc2.12037] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/09/2020] [Accepted: 05/11/2020] [Indexed: 11/06/2022]
Abstract
Written from a dyadic strength-based perspective, this article first provides a brief overview of the Education, Information, and Support section of the 2018 Alzheimer's Disease Dementia Care Practice Recommendations.1 Subsequent sections present a comprehensive overview of available valid and reliable psychosocial measures that assess a selection of important domains for dementia care planning that can be used by families from early stage until end-of-life. Measures selected for the purposes of this article will focus on concepts that are strength-based and most relevant to care dyads as they navigate the difficult disease trajectory: readiness, knowledge, coping, dyadic relationship, care values and preferences. We will also highlight measures that have traditionally targeted the family care partner but can potentially be considered for use with the care partner with dementia, with adjustments, beyond the early stages. Part of this discussion will include various strategies for including persons with dementia in all aspects of their own care using a strength-based perspective, potentially enabling them to answer questions more reliably across disease stages. Last, gaps in existing measures will be identified to provide options to better assess areas of need most meaningful to families, and in ways that positively contribute to the successful aging of those living with dementia and their care partners.
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Lombardi CM, Dearing E. Maternal Support of Children's Math Learning in Associations Between Family Income and Math School Readiness. Child Dev 2020; 92:e39-e55. [PMID: 32797635 DOI: 10.1111/cdev.13436] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study examined maternal support of children's math learning at 36 months (n = 140) as a mediator of the association between early childhood family income and children's counting and calculation skills at 4½ and 6-7 years. Family income was associated with this measure of children's math school readiness, but the association was almost entirely indirect and mediated by observed maternal support of children's numerical skills at 36 months. Maternal support of children's spatial concept and general learning (cognitive stimulation and sensitivity) were not significant mediators of this association. Results suggest that income-based gaps in counting and calculation skills at school entry may be due in part to the constraints that low family income places on early numerical learning support.
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12
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Malanchini M, Rimfeld K, Allegrini AG, Ritchie SJ, Plomin R. Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association. Neurosci Biobehav Rev 2020; 111:229-245. [PMID: 31968216 PMCID: PMC8048133 DOI: 10.1016/j.neubiorev.2020.01.016] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2019] [Revised: 11/30/2019] [Accepted: 01/17/2020] [Indexed: 01/07/2023]
Abstract
Cognitive ability and educational success predict positive outcomes across the lifespan, from higher earnings to better health and longevity. The shared positive outcomes associated with cognitive ability and education are emblematic of the strong interconnections between them. Part of the observed associations between cognitive ability and education, as well as their links with wealth, morbidity and mortality, are rooted in genetic variation. The current review evaluates the contribution of decades of behavioural genetic research to our knowledge and understanding of the biological and environmental basis of the association between cognitive ability and education. The evidence reviewed points to a strong genetic basis in their association, observed from middle childhood to old age, which is amplified by environmental experiences. In addition, the strong stability and heritability of educational success are not driven entirely by cognitive ability. This highlights the contribution of other educationally relevant noncognitive characteristics. Considering both cognitive and noncognitive skills as well as their biological and environmental underpinnings will be fundamental in moving towards a comprehensive, evidence-based model of education.
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Affiliation(s)
- Margherita Malanchini
- Department of Biological and Experimental Psychology, Queen Mary University of London, United Kingdom; Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, United Kingdom; Population Research Center, The University of Texas at Austin, United States.
| | - Kaili Rimfeld
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, United Kingdom
| | - Andrea G Allegrini
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, United Kingdom
| | - Stuart J Ritchie
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, United Kingdom
| | - Robert Plomin
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, United Kingdom
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Aran Ö, Iplikçi AB, Salman Engin S, Sümer N. Caregiving profiles of mothers in an economically disadvantaged sample from Turkey: An observational study. J Reprod Infant Psychol 2020; 39:326-337. [DOI: 10.1080/02646838.2020.1722803] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Affiliation(s)
- Özlü Aran
- Psychology Department, University of Denver, Denver, CO, USA
| | | | | | - Nebi Sümer
- Faculty of Arts and Social Sciences, Sabanci University, Istanbul, Turkey
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14
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Abstract
This paper is a revised and updated edition of a previous description of the Quebec Newborn Twin Study (QNTS), an ongoing prospective longitudinal follow-up of a birth cohort of twins born between 1995 and 1998 in the greater Montreal area, Québec, Canada. The goal of QNTS is to document individual differences in the cognitive, behavioral, and social-emotional aspects of developmental health across childhood, their early genetic and environmental determinants, as well as their putative role in later social-emotional adjustment, school, health, and occupational outcomes. A total of 662 families of twins were initially assessed when the twins were aged 6 months. These twins and their family were then followed regularly. QNTS now has 16 waves of data collected or planned, including 5 in preschool. Over the last 24 years, a broad range of physiological, cognitive, behavioral, school, and health phenotypes were documented longitudinally through multi-informant and multimethod measurements. QNTS also entails extended and detailed multilevel assessments of proximal (e.g., parenting behaviors, peer relationships) and distal (e.g., family income) features of the child's environment. QNTS children and a subset of their parents have been genotyped, allowing for the computation of a variety of polygenic scores. This detailed longitudinal information makes QNTS uniquely suited for the study of the role of the early years and gene-environment transactions in development.
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Learning and Parenting in Spanish Environments: Prosocial Behavior, Aggression, and Self-Concept. SUSTAINABILITY 2019. [DOI: 10.3390/su11195193] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The psychology of sustainability and sustainable development is related to improvements in people’s quality of life in different environments, including the family. Based on this theoretical approach, this study explores the relationships between parenting styles (maternal and paternal support, control, and neglect) and prosocial behavior, aggression, and self-concept of children from Spain aged 4–7 years (M = 5.81; DS = 1.05). Participants were 635 boys and girls (53.7% boys; 46.3% girls) from Valencia and Castellón (Spain). Most parents had low educational levels and low-qualified, temporary jobs. Over 82% of participants were from Spain. The other participants were from Western Europe, Eastern Europe, Latin America, Sub-Saharan Africa, North Africa, and Southeast Asia. The results indicate that maternal support and control have the strongest relationships with children’s prosocial behavior, aggression, and self-concept, fundamentally as predictors of self-concept and aggression. According to children’s perceptions, maternal parenting plays a more prominent role than paternal parenting. Authoritarian and neglectful parenting at these ages seems to be perceived less negatively than at other ages, and the effects of such parenting may arise at a later age. Furthermore, prosocial behavior and self-concept curb aggression. These results can support the design of interventions in childhood.
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Colombo J, Shaddy DJ, Gustafson K, Gajewski BJ, Thodosoff JM, Kerling E, Carlson SE. The Kansas University DHA Outcomes Study (KUDOS) clinical trial: long-term behavioral follow-up of the effects of prenatal DHA supplementation. Am J Clin Nutr 2019; 109:1380-1392. [PMID: 31004139 PMCID: PMC6499507 DOI: 10.1093/ajcn/nqz018] [Citation(s) in RCA: 30] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2018] [Accepted: 01/23/2019] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Docosahexaenoic acid (DHA) is a long-chain polyunsaturated fatty acid that has been linked to improved vision and cognition in postnatal feeding studies and has been consistently associated with reduction of early preterm birth in prenatal supplementation trials. This is a report of the first long-term follow-up of infants from mothers receiving prenatal DHA supplementation in a US cohort. OBJECTIVE Our objective was to evaluate the efficacy of the prenatal supplementation on both global and granular longitudinal assessments of cognitive and behavioral development. METHODS In a randomized double-blind clinical trial, mothers received either 600 mg/d of DHA or a placebo beginning at 14.5 weeks of gestation and capsules were provided until delivery. Children from those pregnancies were followed by cognitive and behavioral assessments administered from 10 mo through 6 y of age. From 301 mothers in the initial study, ∼200 infants completed the longitudinal schedule. RESULTS Although this intervention had been shown to reduce high-risk pregnancies and improve visual attention in infants during the first year, only a few positive long-term effects of prenatal DHA supplementation emerged from analyses of this follow-up. Increases in maternal blood DHA during pregnancy were related to verbal and full scale intelligence quotient (IQ) scores at 5 and 6 y, but these effects disappeared after controlling for SES. Maternal blood DHA concentrations at delivery were unrelated to outcomes, although maternal DHA at enrollment was related to productive vocabulary at 18 mo. CONCLUSIONS Although prenatal DHA supplementation substantially reduced early preterm birth and improved visual attention in infancy in this sample, no consistent long-term benefits were observed into childhood. Increases in maternal blood DHA concentration in pregnancy were related to higher IQs but this effect was confounded with SES and disappeared when SES was statistically controlled. This trial was registered at http://www.clinicaltrials.gov as NCT00266825 and NCT02487771.
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Affiliation(s)
- John Colombo
- Department of Psychology and Schiefelbusch Institute for Life Span Studies, University of Kansas, Lawrence, KS
| | - D Jill Shaddy
- Department of Dietetics and Nutrition, University of Kansas Medical Center, Kansas City, KS
| | - Kathleen Gustafson
- Hoglund Brain Imaging Center, University of Kansas Medical Center, Kansas City, KS
| | - Byron J Gajewski
- Department of Biostatistics, University of Kansas Medical Center, Kansas City, KS
| | - Jocelynn M Thodosoff
- Department of Dietetics and Nutrition, University of Kansas Medical Center, Kansas City, KS
| | - Elizabeth Kerling
- Department of Dietetics and Nutrition, University of Kansas Medical Center, Kansas City, KS
| | - Susan E Carlson
- Department of Dietetics and Nutrition, University of Kansas Medical Center, Kansas City, KS
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Hari Dass SA, McCracken K, Pokhvisneva I, Chen LM, Garg E, Nguyen TTT, Wang Z, Barth B, Yaqubi M, McEwen LM, MacIsaac JL, Diorio J, Kobor MS, O'Donnell KJ, Meaney MJ, Silveira PP. A biologically-informed polygenic score identifies endophenotypes and clinical conditions associated with the insulin receptor function on specific brain regions. EBioMedicine 2019; 42:188-202. [PMID: 30922963 PMCID: PMC6491717 DOI: 10.1016/j.ebiom.2019.03.051] [Citation(s) in RCA: 38] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2019] [Revised: 03/18/2019] [Accepted: 03/19/2019] [Indexed: 12/28/2022] Open
Abstract
BACKGROUND Activation of brain insulin receptors modulates reward sensitivity, inhibitory control and memory. Variations in the functioning of this mechanism likely associate with individual differences in the risk for related mental disorders (attention deficit hyperactivity disorder or ADHD, addiction, dementia), in agreement with the high co-morbidity between insulin resistance and psychopathology. These neurobiological mechanisms can be explored using genetic studies. We propose a novel, biologically informed genetic score reflecting the mesocorticolimbic and hippocampal insulin receptor-related gene networks, and investigate if it predicts endophenotypes (impulsivity, cognitive ability) in community samples of children, and psychopathology (addiction, dementia) in adults. METHODS Lists of genes co-expressed with the insulin receptor in the mesocorticolimbic system or hippocampus were created. SNPs from these genes (post-clumping) were compiled in a polygenic score using the association betas described in a conventional GWAS (ADHD in the mesocorticolimbic score and Alzheimer in the hippocampal score). Across multiple samples (n = 4502), the biologically informed, mesocorticolimbic or hippocampal specific insulin receptor polygenic scores were calculated, and their ability to predict impulsivity, risk for addiction, cognitive performance and presence of Alzheimer's disease was investigated. FINDINGS The biologically-informed ePRS-IR score showed better prediction of child impulsivity and cognitive performance, as well as risk for addiction and Alzheimer's disease in comparison to conventional polygenic scores for ADHD, addiction and dementia. INTERPRETATION This novel, biologically-informed approach enables the use of genomic datasets to probe relevant biological processes involved in neural function and disorders. FUND: Toxic Stress Research network of the JPB Foundation, Jacobs Foundation (Switzerland), Sackler Foundation.
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Affiliation(s)
- Shantala A Hari Dass
- Sackler Institute for Epigenetics & Psychobiology, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada
| | - Kathryn McCracken
- John Abbott College, Sainte-Anne-de-Bellevue, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada; McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada
| | - Irina Pokhvisneva
- Sackler Institute for Epigenetics & Psychobiology, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada
| | - Lawrence M Chen
- Sackler Institute for Epigenetics & Psychobiology, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada
| | - Elika Garg
- Sackler Institute for Epigenetics & Psychobiology, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada
| | - Thao T T Nguyen
- Sackler Institute for Epigenetics & Psychobiology, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada
| | - Zihan Wang
- Sackler Institute for Epigenetics & Psychobiology, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada
| | - Barbara Barth
- McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada
| | - Moein Yaqubi
- McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada
| | - Lisa M McEwen
- Centre for Molecular Medicine and Therapeutics, BC Children's Hospital Research Institute, Department of Medical Genetics, The University of British Columbia, 938 West 28th Avenue, Vancouver, BC V5Z 4H4, Canada
| | - Julie L MacIsaac
- Centre for Molecular Medicine and Therapeutics, BC Children's Hospital Research Institute, Department of Medical Genetics, The University of British Columbia, 938 West 28th Avenue, Vancouver, BC V5Z 4H4, Canada
| | - Josie Diorio
- Sackler Institute for Epigenetics & Psychobiology, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada
| | - Michael S Kobor
- Centre for Molecular Medicine and Therapeutics, BC Children's Hospital Research Institute, Department of Medical Genetics, The University of British Columbia, 938 West 28th Avenue, Vancouver, BC V5Z 4H4, Canada
| | - Kieran J O'Donnell
- Department of Psychiatry, Faculty of Medicine, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada; Ludmer Centre for Neuroinformatics and Mental Health, Douglas Mental Health University Institute, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada; Sackler Institute for Epigenetics & Psychobiology, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada
| | - Michael J Meaney
- Department of Psychiatry, Faculty of Medicine, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada; Ludmer Centre for Neuroinformatics and Mental Health, Douglas Mental Health University Institute, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada; Sackler Institute for Epigenetics & Psychobiology, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada; Singapore Institute for Clinical Sciences, Agency for Science, Technology and Research (A*STAR), Brenner Centre for Molecular Medicine, 30 Medical Drive, 117609, Singapore
| | - Patricia P Silveira
- Department of Psychiatry, Faculty of Medicine, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada; Ludmer Centre for Neuroinformatics and Mental Health, Douglas Mental Health University Institute, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada; Sackler Institute for Epigenetics & Psychobiology, McGill University, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada.
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Bernier A, Beauchamp MH, Cimon-Paquet C. From Early Relationships to Preacademic Knowledge: A Sociocognitive Developmental Cascade to School Readiness. Child Dev 2018; 91:e134-e145. [PMID: 30295317 DOI: 10.1111/cdev.13160] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
This study aimed to test a four-wave sequential mediation model linking mother-child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother-child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school.
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Block EP, Zimmerman FJ, Aguilar E, Stanley L, Halfon N. Early Child Development, Residential Crowding, and Commute Time in 8 US States, 2010-2017. Am J Public Health 2018; 108:1550-1557. [PMID: 30252512 DOI: 10.2105/ajph.2018.304680] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
OBJECTIVES To examine relationships of residential crowding and commute time with early child development. METHODS We used the Early Development Instrument (EDI), a teacher-reported, population-health measure of child development. The sample included child-level observations spanning 8 US states from 2010 to 2017 (n = 185 012), aggregated to the census tract (n= 2793), stratified by percentage of households in poverty. To test the association of commute times, crowding, and child development, we tested overall readiness and 5 EDI domains by using adjusted census tract-level multivariate regression with fixed effects. RESULTS In the full sample, a 1-standard-deviation increase in crowding was associated with 0.064- and 0.084-point decreases in mean score for cognitive development and communication skills, respectively. For the high-poverty subsample, a 1-standard deviation increase in commute time was associated with 0.081- and 0.066-point decreases in social competence and emotional maturity. CONCLUSIONS In neighborhoods with increased crowding or commute time, early child development suffers. POLICY IMPLICATIONS This study suggests a potential relationship between the changing urban landscape and child health. Children would benefit from more multisector collaboration between urban planning and public health.
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Affiliation(s)
- Eryn Piper Block
- Eryn Piper Block, Frederick J. Zimmerman, and Neal Halfon are with the Department of Health Policy and Management, School of Public Health, University of California Los Angeles (UCLA). Efren Aguilar, Lisa Stanley, and Neal Halfon are with the Center for Healthier Children, Families, and Communities, Department of Pediatrics, David Geffen School of Medicine, UCLA
| | - Frederick J Zimmerman
- Eryn Piper Block, Frederick J. Zimmerman, and Neal Halfon are with the Department of Health Policy and Management, School of Public Health, University of California Los Angeles (UCLA). Efren Aguilar, Lisa Stanley, and Neal Halfon are with the Center for Healthier Children, Families, and Communities, Department of Pediatrics, David Geffen School of Medicine, UCLA
| | - Efren Aguilar
- Eryn Piper Block, Frederick J. Zimmerman, and Neal Halfon are with the Department of Health Policy and Management, School of Public Health, University of California Los Angeles (UCLA). Efren Aguilar, Lisa Stanley, and Neal Halfon are with the Center for Healthier Children, Families, and Communities, Department of Pediatrics, David Geffen School of Medicine, UCLA
| | - Lisa Stanley
- Eryn Piper Block, Frederick J. Zimmerman, and Neal Halfon are with the Department of Health Policy and Management, School of Public Health, University of California Los Angeles (UCLA). Efren Aguilar, Lisa Stanley, and Neal Halfon are with the Center for Healthier Children, Families, and Communities, Department of Pediatrics, David Geffen School of Medicine, UCLA
| | - Neal Halfon
- Eryn Piper Block, Frederick J. Zimmerman, and Neal Halfon are with the Department of Health Policy and Management, School of Public Health, University of California Los Angeles (UCLA). Efren Aguilar, Lisa Stanley, and Neal Halfon are with the Center for Healthier Children, Families, and Communities, Department of Pediatrics, David Geffen School of Medicine, UCLA
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20
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Friend M, Smolak E, Liu Y, Poulin-Dubois D, Zesiger P. A cross-language study of decontextualized vocabulary comprehension in toddlerhood and kindergarten readiness. Dev Psychol 2018; 54:1317-1333. [PMID: 29620386 PMCID: PMC6019137 DOI: 10.1037/dev0000514] [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: 11/08/2022]
Abstract
[Correction Notice: An Erratum for this article was reported in Vol 54(7) of Developmental Psychology (see record 2018-30226-001). In the article, the reference for Legacy, Zesiger, Friend, & Poulin-Dubois (2016) should be Legacy, Zesiger, Friend, & Poulin-Dubois (2018). The correct reference for the article is listed below: Legacy, J., Zesiger, P., Friend, M., & Poulin-Dubois, D. (2018). Vocabulary size and speed of word recognition in very young French-English bilinguals: A longitudinal study. Bilingualism: Language and Cognition, 21, 137-149. https://doi.org/10.1017/S1366728916000833. All versions of this article have been corrected.] Recent studies demonstrate that emerging literacy depends on earlier language achievement. Importantly, most extant work focuses on parent-reported production prior to 30 months of age. Of interest is whether and how directly assessed vocabulary comprehension in the 2nd year of life supports vocabulary and kindergarten readiness in the 4th year. We first contrasted orthogonal indices of parent-reported production and directly assessed vocabulary comprehension and found that comprehension was a stronger predictor of child outcomes. We then assessed prediction from vocabulary comprehension controlling for maternal education, preschool attendance, and child sex. In 3 studies early, decontextualized vocabulary comprehension emerged as a significant predictor of 4th year language and kindergarten readiness accounting for unique variance above demographic control variables. Further we found that the effect of early vocabulary on 4th year kindergarten readiness was not mediated by 4th year vocabulary. This pattern of results emerged in English monolingual children (N = 48) and replicated in French monolingual (N = 58) and French-English bilingual children (N = 34). Our findings suggest that early, decontextualized vocabulary may provide a platform for the establishment of a conceptual system that supports both later vocabulary and kindergarten readiness, including the acquisition of a wide range of concepts including print and number. Differences between parent-reported and directly assessed vocabulary and the mechanisms by which decontextualized vocabulary may contribute to conceptual development are discussed. (PsycINFO Database Record
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Affiliation(s)
| | - Erin Smolak
- School of Speech, Language, and Hearing Sciences, San Diego State University
| | - Yushuang Liu
- Department of Psychology, San Diego State University
| | | | - Pascal Zesiger
- Department of Psychology and Psycholinguistics, University of Geneva
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21
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Aminipour S, Asgari A, Hejazi E, Roßbach HG. Home Learning Environments: A Cross-Cultural Study Between Germany and Iran. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2018. [DOI: 10.1177/0734282918778465] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The home learning environment (HLE) index is composed of seven questions regarding educational parent–child interactions. To compare the psychometric characteristics of the six items of HLE index between the two different contexts of Germany and Iran, a sample including 468 preschool children from the National Educational Panel Study (NEPS), Germany, and 465 preschool children from the Longitudinal Study of Iranian Children (LSIC; Growing Up in Iran) were examined. Rasch analysis supports the fitness of the five items of HLE into the model in both countries. However, differential item functioning (DIF) results revealed significant differences between items functioning across the two samples. According to the item difficulty maps, reading to children was the most reported item in the German families, while Iranian parents tended to paint and draw with their children more. While findings support the construct validity and reliability of five of the six items in both samples, different Rasch results may reveal the effects of the cultural dimensions of each country on HLE items.
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Affiliation(s)
| | - Ali Asgari
- University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
- Longitudinal Study of Iranian Children, Tehran, Iran
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Cumulative prenatal exposure to adversity reveals associations with a broad range of neurodevelopmental outcomes that are moderated by a novel, biologically informed polygenetic score based on the serotonin transporter solute carrier family C6, member 4 (SLC6A4) gene expression. Dev Psychopathol 2017; 29:1601-1617. [DOI: 10.1017/s0954579417001262] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
AbstractWhile many studies focus on the association between early life adversity and the later risk for psychopathology, few simultaneously explore diverse forms of environmental adversity. Moreover, those studies that examined the cumulative impact of early life adversity focus uniquely on postnatal influences. The objective of this study was to focus on the fetal period of development to construct and validate a cumulative prenatal adversity score in relation to a wide range of neurodevelopmental outcomes. We also examined the interaction of this adversity score with a biologically informed genetic score based on the serotonin transporter gene. Prenatal adversities were computed in two community birth cohorts using information on health during pregnancy, birth weight, gestational age, income, domestic violence/sexual abuse, marital strain, as well as maternal smoking, anxiety, and depression. A genetic score based on genes coexpressed with the serotonin transporter in the amygdala, hippocampus, and prefrontal cortex during prenatal life was constructed with an emphasis on functionally relevant single nucleotide polymorphisms, that is, expression quantitative trait loci. Prenatal adversities predicted a wide range of developmental and behavioral alterations in children as young as 2 years of age in both cohorts. There were interactions between the genetic score and adversities for several domains of the Child Behavior Checklist (CBCL), with pervasive developmental problems remaining significant adjustment for multiple comparisons. Scores combining different prenatal adverse exposures predict childhood behavior and interact with the genetic background to influence the risk for psychopathology.
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Daw J, Guo G, Harris KM. Nurture net of nature: Re-evaluating the role of shared environments in academic achievement and verbal intelligence. SOCIAL SCIENCE RESEARCH 2015; 52:422-39. [PMID: 26004471 PMCID: PMC4888873 DOI: 10.1016/j.ssresearch.2015.02.011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2014] [Revised: 01/27/2015] [Accepted: 02/18/2015] [Indexed: 06/04/2023]
Abstract
Prominent authors in the behavioral genetics tradition have long argued that shared environments do not meaningfully shape intelligence and academic achievement. However, we argue that these conclusions are erroneous due to large violations of the additivity assumption underlying behavioral genetics methods - that sources of genetic and shared and nonshared environmental variance are independent and non-interactive. This is compounded in some cases by the theoretical equation of the effective and objective environments, where the former is defined by whether siblings are made more or less similar, and the latter by whether siblings are equally subject to the environmental characteristic in question. Using monozygotic twin fixed effects models, which compare outcomes among genetically identical pairs, we show that many characteristics of objectively shared environments significantly moderate the effects of nonshared environments on adolescent academic achievement and verbal intelligence, violating the additivity assumption of behavioral genetic methods. Importantly, these effects would be categorized as nonshared environmental influences in standard twin models despite their roots in shared environments. These findings should encourage caution among those who claim that the frequently trivial variance attributed to shared environments in behavioral genetic models means that families, schools, and neighborhoods do not meaningfully influence these outcomes.
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Affiliation(s)
- Jonathan Daw
- Department of Sociology, University of Alabama-Birmingham, United States.
| | - Guang Guo
- Department of Sociology and Carolina Population Center, University of North Carolina - Chapel Hill, United States
| | - Kathie Mullan Harris
- Department of Sociology and Carolina Population Center, University of North Carolina - Chapel Hill, United States
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O’Donnell KA, Gaudreau H, Colalillo S, Steiner M, Atkinson L, Moss E, Goldberg S, Karama S, Matthews SG, Lydon JE, Silveira PP, Wazana AD, Levitan RD, Sokolowski MB, Kennedy JL, Fleming A, Meaney MJ. The maternal adversity, vulnerability and neurodevelopment project: theory and methodology. CANADIAN JOURNAL OF PSYCHIATRY. REVUE CANADIENNE DE PSYCHIATRIE 2014; 59:497-508. [PMID: 25565695 PMCID: PMC4168812 DOI: 10.1177/070674371405900906] [Citation(s) in RCA: 66] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2013] [Accepted: 02/01/2014] [Indexed: 11/16/2022]
Abstract
OBJECTIVE To describe the theory and methodology of the multi-wave, prospective Maternal Adversity, Vulnerability and Neurodevelopment (MAVAN) study. The goal of MAVAN is to examine the pre- and postnatal influences, and their interaction, in determining individual differences in mental health. METHOD MAVAN is a community-based, birth cohort study of pregnant Canadian mothers and their offspring. Dyads are assessed longitudinally, with multiple assessments of both mother and child in home and laboratory across the child's development. Study measures, including assessments of cognitive and emotional function, are described. The study uses a candidate gene approach to examine gene-environment interdependence in specific developmental outcomes. Finally, the study includes measures of both brain-based phenotypes and metabolism to explore comorbidities associated with child obesity. One of the unique features of the MAVAN protocol is the extensive measures of the mother-child interaction. The relation between these measures will be discussed. RESULTS Evidence from the MAVAN project shows interesting results about maternal care, families, and child outcomes. In our review, preliminary analyses showing the correlations between measures of maternal care are reported. As predicted, early evidence suggests that maternal care measures are positively correlated, over time. CONCLUSIONS This review provides evidence for the feasibility and value of laboratory-based measures embedded within a longitudinal birth cohort study. Though retention of the samples has been a challenge of MAVAN, they are within a comparable range to other studies of this nature. Indeed, the trade-off of somewhat greater participant burden has allowed for a rich database. The results yielded from the MAVAN project will not only describe typical development but also possible targets for intervention. Understanding certain endophenotypes will shed light on the pathogenesis of various mental and physical disorders, as well as their interrelation.
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Affiliation(s)
| | - Hélène Gaudreau
- Study Coordinator, Douglas Mental Health University Institute, Montreal, Quebec
| | - Sara Colalillo
- Student, University of British Columbia, Vancouver, British Columbia
| | - Meir Steiner
- Professor Emeritus, McMaster University; Founding Director, Women’s Health Concerns Clinic, St Joseph’s Healthcare, Hamilton, Ontario
- Professor, University of Toronto, Toronto, Ontario
| | | | - Ellen Moss
- Professor, Université du Québec à Montréal, Montreal, Quebec
| | - Susan Goldberg
- Professor [formerly], University of Toronto, Toronto, Ontario
| | - Sherif Karama
- Assistant Professor, Douglas Mental Health University Institute, Montreal, Quebec; Researcher, McGill University, Montreal, Quebec
| | | | | | - Patricia P Silveira
- Professor, Departamento de Pediatria, Faculdade de Medicina, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil
| | - Ashley D Wazana
- Assistant Professor, McGill University; Director, The Center for Child Development and Mental Health, Jewish General Hospital, Montreal, Quebec
| | - Robert D Levitan
- Professor, University of Toronto, Toronto, Ontario
- Professor, Centre for Addiction and Mental Health, Toronto, Ontario
| | | | - James L Kennedy
- Professor, University of Toronto, Toronto, Ontario
- Professor, Centre for Addiction and Mental Health, Toronto, Ontario
| | - Alison Fleming
- Professor, University of Toronto, Toronto, Ontario
- Professor, Fraser Mustard Institute for Human Development, University of Toronto, Mississauga, Ontario
| | - Michael J Meaney
- Professor, McGill University, Montreal, Quebec
- Associate Director, Douglas Mental Health University Institute, Montreal, Quebec; Adjunct Senior Investigator, Singapore Institute for Clinical Sciences, Singapore, Republic of Singapore
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Prenatal exposure to airborne polycyclic aromatic hydrocarbons and IQ: estimated benefit of pollution reduction. J Public Health Policy 2014; 35:327-36. [PMID: 24804951 DOI: 10.1057/jphp.2014.14] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
Outdoor air pollution, largely from fossil fuel burning, is a major cause of morbidity and mortality in the United States, costing billions of dollars every year in health care and loss of productivity. The developing fetus and young child are especially vulnerable to neurotoxicants, such as polycyclic aromatic hydrocarbons (PAH) released to ambient air by combustion of fossil fuel and other organic material. Low-income populations are disproportionately exposed to air pollution. On the basis of the results of a prospective cohort study in a low-income population in New York City (NYC) that found a significant inverse association between child IQ and prenatal exposure to airborne PAH, we estimated the increase in IQ and related lifetime earnings in a low-income urban population as a result of a hypothesized modest reduction of ambient PAH concentrations in NYC of 0.25 ng/m(3). For reference, the current estimated annual mean PAH concentration is ~1 ng/m(3). Restricting to NYC Medicaid births and using a 5 per cent discount rate, we estimated the gain in lifetime earnings due to IQ increase for a single year cohort to be US$215 million (best estimate). Using much more conservative assumptions, the estimate was $43 million. This analysis suggests that a modest reduction in ambient concentrations of PAH is associated with substantial economic benefits to children.
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Miller MR, Müller U, Giesbrecht GF, Carpendale JI, Kerns KA. The contribution of executive function and social understanding to preschoolers’ letter and math skills. COGNITIVE DEVELOPMENT 2013. [DOI: 10.1016/j.cogdev.2012.10.005] [Citation(s) in RCA: 42] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Brennan LM, Shelleby EC, Shaw DS, Gardner F, Dishion TJ, Wilson M. Indirect Effects of the Family Check-Up on School-Age Academic Achievement Through Improvements in Parenting in Early Childhood. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2013; 105:10.1037/a0032096. [PMID: 24319295 PMCID: PMC3850059 DOI: 10.1037/a0032096] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This project examined the hypothesis that the impact of the Family Check-Up on parent use of positive behavior support would indirectly improve academic achievement scores at school age. The study included a sample of 731 high-risk families recruited from Women, Infant, and Children Supplemental Nutrition Program settings in 3 geographically distinct areas. The results demonstrated that changes in positive parenting between the child ages of 2 and 3 were associated with higher scores on children's school-age academic achievement, as measured by the Woodcock-Johnson III (W-J) Academic Skills composite. Moreover, structural equation modeling revealed that random assignment to the intervention was associated with higher levels of children's academic achievement at age 5 and age 7.5 indirectly, through greater increases in parents' use of positive behavior support in intervention families than in control families. Results are discussed with respect to the potential of a brief parenting intervention for improving parenting practices that promote academic achievement up to 5 years later. The results have promising implications for efforts to promote child adaptation in the school environment.
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Abstract
The Quebec Newborn Twin Study (QNTS) is an ongoing prospective longitudinal follow-up of a birth cohort of twins born between 1995 and 1998 in the greater Montreal area, Québec, Canada. The goal of QNTS is to document individual differences in the cognitive, behavioral, and social-emotional aspects of developmental health across childhood, their early bio-social determinants, as well as their putative role in later social-emotional adjustment, school and health outcomes. A total of 662 families of twins were initially assessed when the twins were aged 6 months. These twins and their family were then followed regularly. QNTS has 14 waves of data collected or planned, including 5 in preschool. Over the past 15 years, a broad range of physiological, cognitive, behavioral, school, and health phenotypes were documented longitudinally through multi-informant and multi-method measurements. QNTS also entails extended and detailed multi-level assessments of proximal (e.g., parenting behaviors, peer relationships) and distal (e.g., family income) features of the child's environment. This detailed longitudinal information makes QNTS uniquely suited for the study of the role of the early years and gene-environment transactions in development.
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Abstract
Research on literacy development is increasingly making clear the centrality of oral language to long-term literacy development, with longitudinal studies revealing the continuity between language ability in the preschool years and later reading. The language competencies that literacy builds upon begin to emerge as soon as children begin acquiring language; thus, the period between birth and age three also is important to later literacy. Book reading consistently has been found to have the power to create interactional contexts that nourish language development. Researchers, pediatricians, and librarians have taken notice of the potential for interventions designed to encourage parents to read with their children. This article reviews research on the connections between language and later reading, environmental factors associated with language learning, and interventions developed in varied countries for encouraging book use by parents of young children.
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Jundong J, Kuja-Halkola R, Hultman C, Långström N, D'Onofrio BM, Lichtenstein P. Poor school performance in offspring of patients with schizophrenia: what are the mechanisms? Psychol Med 2012; 42:111-123. [PMID: 21733288 PMCID: PMC3658106 DOI: 10.1017/s0033291711001127] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
BACKGROUND Offspring of patients with schizophrenia exhibit poorer school performance compared with offspring of non-schizophrenic parents. We aimed to elucidate the mechanisms behind this association. METHOD We linked longitudinal national population registers in Sweden and compared school performance among offspring of schizophrenic parents with offspring of non-schizophrenic parents (1 439 215 individuals with final grades from compulsory school 1988-2006). To investigate the mechanisms, we studied offspring of schizophrenic patients and controls within the same extended families. We investigated genetic effects by stratifying analyses of parent-child associations according to genetic relatedness (half-cousins, full cousins and half-siblings). Environmental effects were investigated by comparing school performance of offspring of schizophrenic fathers and of schizophrenic mothers, respectively, and by stratifying the analyses according to environmental relatedness while controlling genetic relatedness (paternal and maternal half-cousins, paternal and maternal half-siblings). RESULTS Offspring of parents with schizophrenia had poorer overall school performance than unrelated offspring of non-schizophrenic parents (-0.31 s.d.). Variability in genetic relatedness greatly moderated the strength of the within-family association (β=-0.23 within exposure-discordant half-cousins, β=-0.13 within exposure-discordant full cousins, β=0.04 within exposure-discordant half-siblings), while no evidence was found that the environment affected offspring school performance. CONCLUSIONS Genetic factors account for poorer school performance in children of parents with schizophrenia. This supports that cognitive deficits found in individuals with schizophrenia and their relatives might be genetically inherited. Early detection of prodromal signs and impaired functioning of offspring of patients with schizophrenia could lead to earlier and better tailored interventions.
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Affiliation(s)
- J Jundong
- Department of Epidemiology and Public Health, National University of Singapore, Singapore.
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Abstract
Pharmacological, genetic and expression studies implicate N-methyl-D-aspartate (NMDA) receptor hypofunction in schizophrenia (SCZ). Similarly, several lines of evidence suggest that autism spectrum disorders (ASD) could be due to an imbalance between excitatory and inhibitory neurotransmission. As part of a project aimed at exploring rare and/or de novo mutations in neurodevelopmental disorders, we have sequenced the seven genes encoding for NMDA receptor subunits (NMDARs) in a large cohort of individuals affected with SCZ or ASD (n=429 and 428, respectively), parents of these subjects and controls (n=568). Here, we identified two de novo mutations in patients with sporadic SCZ in GRIN2A and one de novo mutation in GRIN2B in a patient with ASD. Truncating mutations in GRIN2C, GRIN3A and GRIN3B were identified in both subjects and controls, but no truncating mutations were found in the GRIN1, GRIN2A, GRIN2B and GRIN2D genes, both in patients and controls, suggesting that these subunits are critical for neurodevelopment. The present results support the hypothesis that rare de novo mutations in GRIN2A or GRIN2B can be associated with cases of sporadic SCZ or ASD, just as it has recently been described for the related neurodevelopmental disease intellectual disability. The influence of genetic variants appears different, depending on NMDAR subunits. Functional compensation could occur to counteract the loss of one allele in GRIN2C and GRIN3 family genes, whereas GRIN1, GRIN2A, GRIN2B and GRIN2D appear instrumental to normal brain development and function.
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Myers RA, Casals F, Gauthier J, Hamdan FF, Keebler J, Boyko AR, Bustamante CD, Piton AM, Spiegelman D, Henrion E, Zilversmit M, Hussin J, Quinlan J, Yang Y, Lafrenière RG, Griffing AR, Stone EA, Rouleau GA, Awadalla P. A population genetic approach to mapping neurological disorder genes using deep resequencing. PLoS Genet 2011; 7:e1001318. [PMID: 21383861 PMCID: PMC3044677 DOI: 10.1371/journal.pgen.1001318] [Citation(s) in RCA: 76] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2010] [Accepted: 01/24/2011] [Indexed: 01/15/2023] Open
Abstract
Deep resequencing of functional regions in human genomes is key to identifying potentially causal rare variants for complex disorders. Here, we present the results from a large-sample resequencing (n = 285 patients) study of candidate genes coupled with population genetics and statistical methods to identify rare variants associated with Autism Spectrum Disorder and Schizophrenia. Three genes, MAP1A, GRIN2B, and CACNA1F, were consistently identified by different methods as having significant excess of rare missense mutations in either one or both disease cohorts. In a broader context, we also found that the overall site frequency spectrum of variation in these cases is best explained by population models of both selection and complex demography rather than neutral models or models accounting for complex demography alone. Mutations in the three disease-associated genes explained much of the difference in the overall site frequency spectrum among the cases versus controls. This study demonstrates that genes associated with complex disorders can be mapped using resequencing and analytical methods with sample sizes far smaller than those required by genome-wide association studies. Additionally, our findings support the hypothesis that rare mutations account for a proportion of the phenotypic variance of these complex disorders. It is widely accepted that genetic factors play important roles in the etiology of neurological diseases. However, the nature of the underlying genetic variation remains unclear. Critical questions in the field of human genetics relate to the frequency and size effects of genetic variants associated with disease. For instance, the common disease–common variant model is based on the idea that sets of common variants explain a significant fraction of the variance found in common disease phenotypes. On the other hand, rare variants may have strong effects and therefore largely contribute to disease phenotypes. Due to their high penetrance and reduced fitness, such variants are maintained in the population at low frequencies, thus limiting their detection in genome-wide association studies. Here, we use a resequencing approach on a cohort of 285 Autism Spectrum Disorder and Schizophrenia patients and preformed several analyses, enhanced with population genetic approaches, to identify variants associated with both diseases. Our results demonstrate an excess of rare variants in these disease cohorts and identify genes with negative (deleterious) selection coefficients, suggesting an accumulation of variants of detrimental effects. Our results present further evidence for rare variants explaining a component of the genetic etiology of autism and schizophrenia.
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Affiliation(s)
- Rachel A. Myers
- Department of Pediatrics, University of Montreal, Montreal, Canada
- CHU Sainte-Justine Research Centre, University of Montreal, Montreal, Canada
- Bioinformatics Research Centre, North Carolina State University, Raleigh, North Carolina, United States of America
| | - Ferran Casals
- Department of Pediatrics, University of Montreal, Montreal, Canada
| | - Julie Gauthier
- Centre of Excellence in Neuromics of Université de Montréal, Centre Hospitalier de l'Université de Montréal, Montreal, Canada
- Department of Medicine, Université of Montréal, Montreal, Canada
| | - Fadi F. Hamdan
- Centre of Excellence in Neuromics of Université de Montréal, Centre Hospitalier de l'Université de Montréal, Montreal, Canada
- Department of Medicine, Université of Montréal, Montreal, Canada
| | - Jon Keebler
- Department of Pediatrics, University of Montreal, Montreal, Canada
- CHU Sainte-Justine Research Centre, University of Montreal, Montreal, Canada
- Bioinformatics Research Centre, North Carolina State University, Raleigh, North Carolina, United States of America
| | - Adam R. Boyko
- Department of Genetics, Stanford University School of Medicine, Stanford, California, United States of America
| | - Carlos D. Bustamante
- Department of Genetics, Stanford University School of Medicine, Stanford, California, United States of America
| | - Amelie M. Piton
- Centre of Excellence in Neuromics of Université de Montréal, Centre Hospitalier de l'Université de Montréal, Montreal, Canada
- Department of Medicine, Université of Montréal, Montreal, Canada
| | - Dan Spiegelman
- Centre of Excellence in Neuromics of Université de Montréal, Centre Hospitalier de l'Université de Montréal, Montreal, Canada
- Department of Medicine, Université of Montréal, Montreal, Canada
| | - Edouard Henrion
- Centre of Excellence in Neuromics of Université de Montréal, Centre Hospitalier de l'Université de Montréal, Montreal, Canada
- Department of Medicine, Université of Montréal, Montreal, Canada
| | | | - Julie Hussin
- Department of Pediatrics, University of Montreal, Montreal, Canada
| | - Jacklyn Quinlan
- Department of Pediatrics, University of Montreal, Montreal, Canada
| | - Yan Yang
- Centre of Excellence in Neuromics of Université de Montréal, Centre Hospitalier de l'Université de Montréal, Montreal, Canada
- Department of Medicine, Université of Montréal, Montreal, Canada
| | - Ronald G. Lafrenière
- Centre of Excellence in Neuromics of Université de Montréal, Centre Hospitalier de l'Université de Montréal, Montreal, Canada
- Department of Medicine, Université of Montréal, Montreal, Canada
| | - Alexander R. Griffing
- Bioinformatics Research Centre, North Carolina State University, Raleigh, North Carolina, United States of America
| | - Eric A. Stone
- Bioinformatics Research Centre, North Carolina State University, Raleigh, North Carolina, United States of America
| | - Guy A. Rouleau
- CHU Sainte-Justine Research Centre, University of Montreal, Montreal, Canada
- Centre of Excellence in Neuromics of Université de Montréal, Centre Hospitalier de l'Université de Montréal, Montreal, Canada
- Department of Medicine, Université of Montréal, Montreal, Canada
- * E-mail: (PA); (GAR)
| | - Philip Awadalla
- Department of Pediatrics, University of Montreal, Montreal, Canada
- CHU Sainte-Justine Research Centre, University of Montreal, Montreal, Canada
- Bioinformatics Research Centre, North Carolina State University, Raleigh, North Carolina, United States of America
- Centre of Excellence in Neuromics of Université de Montréal, Centre Hospitalier de l'Université de Montréal, Montreal, Canada
- Department of Medicine, Université of Montréal, Montreal, Canada
- * E-mail: (PA); (GAR)
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Renouf A, Brendgen M, Séguin JR, Vitaro F, Boivin M, Dionne G, Tremblay RE, Pérusse D. Interactive links between theory of mind, peer victimization, and reactive and proactive aggression. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2011; 38:1109-23. [PMID: 20544385 DOI: 10.1007/s10802-010-9432-z] [Citation(s) in RCA: 44] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
This study investigated the relation between theory of mind and reactive and proactive aggression, respectively, as well as the moderating role of peer victimization in this context. The 574 participants were drawn from a longitudinal study of twins. Theory of mind was assessed before school entry, when participants were 5 years old. Reactive and proactive aggression as well as peer victimization were assessed a year later in kindergarten. Results from multilevel regression analyses revealed that low theory of mind was related to a high level of reactive aggression, but only in children who experienced average to high levels of peer victimization. In contrast, a high theory of mind was related to a high level of proactive aggression. Again, this relation was especially pronounced in children who experienced high levels of peer victimization. These findings challenge the social skills deficit view of aggression and provide support for a multidimensional perspective of aggressive behavior.
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Affiliation(s)
- Annie Renouf
- Department of Psychology, University of Quebec at Montreal, CP 8888, succ. centre-ville, Montréal, QC, Canada
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DesJardin JL, Ambrose SE. The Importance of the Home Literacy Environment for Developing Literacy Skills in Young Children Who Are Deaf or Hard of Hearing. ACTA ACUST UNITED AC 2010. [DOI: 10.1177/1096250610387270] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Four-year-old Olivia, who is deaf and has used a cochlear implant for 3 years, and her mother, Laura, enjoy looking at storybooks together at home. During storybook reading, Laura notices that Olivia tries to imitate some words that she reads to her yet does not seem to understand many words or story events. Laura is unsure whether to stop the storybook interaction and encourage Olivia’s attempts at word imitation and directly teach her the new vocabulary or continue reading the story for pleasure. Olivia’s preschool teacher, Ms. Lynn, also notices that Olivia displays a keen interest in storybook reading but is not able to answer or ask simple questions about the story. What can Laura and Ms. Lynn do collaboratively to support Olivia’s emerging language and literacy skills to better prepare Olivia for her upcoming transition into kindergarten?
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Geoffroy MC, Côté SM, Giguère CÉ, Dionne G, Zelazo PD, Tremblay RE, Boivin M, Séguin JR. Closing the gap in academic readiness and achievement: the role of early childcare. J Child Psychol Psychiatry 2010; 51:1359-67. [PMID: 20883519 PMCID: PMC3283580 DOI: 10.1111/j.1469-7610.2010.02316.x] [Citation(s) in RCA: 65] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
BACKGROUND Socially disadvantaged children with academic difficulties at school entry are at increased risk for poor health and psychosocial outcomes. Our objective is to test the possibility that participation in childcare--at the population level--could attenuate the gap in academic readiness and achievement between children with and without a social disadvantage (indexed by low levels of maternal education). METHODS A cohort of infants born in the Canadian province of Quebec in 1997/1998 was selected through birth registries and followed annually until 7 years of age (n = 1,863). Children receiving formal childcare (i.e., center-based or non-relative out-of-home) were distinguished from those receiving informal childcare (i.e., relative or nanny). Measures from 4 standardized tests that assessed cognitive school readiness (Lollipop Test for School Readiness), receptive vocabulary (Peabody Picture Vocabulary Test Revised), mathematics (Number Knowledge Test), and reading performance (Kaufman Assessment Battery for children) were administered at 6 and 7 years. RESULTS Children of mothers with low levels of education showed a consistent pattern of lower scores on academic readiness and achievement tests at 6 and 7 years than those of highly educated mothers, unless they received formal childcare. Specifically, among children of mothers with low levels of education, those who received formal childcare obtained higher school readiness (d = 0.87), receptive vocabulary (d = 0.36), reading(d = 0.48) and math achievement scores (d = 0.38; although not significant at 5%) in comparison with those who were cared for by their parents. Childcare participation was not associated with cognitive outcomes among children of mothers with higher levels of education. CONCLUSIONS Public investments in early childcare are increasing in many countries with the intention of reducing cognitive inequalities between disadvantaged and advantaged children. Our findings provide further evidence suggesting that formal childcare could represent a preventative means of attenuating effects of disadvantage on children's early academic trajectory.
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Affiliation(s)
- Marie-Claude Geoffroy
- Centre for Paediatric Epidemiology & Biostatistics/MRC Centre for Epidemiology of Child Health, Institute of Child Health, University College London, UK
| | - Sylvana. M. Côté
- Department of Social and Preventive Medicine, University of Montreal, Canada,International Laboratory for Child and Adolescent Mental Health, University of Montreal, Canada and INSERM U669, France,Ste-Justine Hospital Research Center, University of Montreal, Canada
| | - Charles-Édouard Giguère
- Ste-Justine Hospital Research Center, University of Montreal, Canada,Department of Mathematics, University of Montreal, Canada
| | | | | | - Richard E. Tremblay
- Department of Social and Preventive Medicine, University of Montreal, Canada,International Laboratory for Child and Adolescent Mental Health, University of Montreal, Canada and INSERM U669, France,Ste-Justine Hospital Research Center, University of Montreal, Canada,School of Public Health and Population Science, University College Dublin, Republic of Ireland
| | | | - Jean. R. Séguin
- Ste-Justine Hospital Research Center, University of Montreal, Canada,Department of Psychiatry, University of Montreal, Canada
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Tarabeux J, Champagne N, Brustein E, Hamdan FF, Gauthier J, Lapointe M, Maios C, Piton A, Spiegelman D, Henrion E, Millet B, Rapoport JL, Delisi LE, Joober R, Fathalli F, Fombonne E, Mottron L, Forget-Dubois N, Boivin M, Michaud JL, Lafrenière RG, Drapeau P, Krebs MO, Rouleau GA. De novo truncating mutation in Kinesin 17 associated with schizophrenia. Biol Psychiatry 2010; 68:649-56. [PMID: 20646681 DOI: 10.1016/j.biopsych.2010.04.018] [Citation(s) in RCA: 37] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/10/2009] [Revised: 04/09/2010] [Accepted: 04/09/2010] [Indexed: 01/01/2023]
Abstract
BACKGROUND Schizophrenia (SCZ) is one of the most disabling psychiatric disorders. It is thought to be due to a complex interplay between polygenic and various environmental risk factors, although recent reports on genomic copy number variations suggest that a fraction of the cases could result from variably penetrant de novo variants. The gene encoding the synaptic motor protein kinesin 17 (KIF17) involved in glutamatergic synapse is a candidate gene for SCZ. METHODS As part of our Synapse to Disease project, we resequenced KIF17 in a cohort of individuals with sporadic SCZ (188 subjects). Additional populations included autism spectrum disorder (142 subjects), nonsyndromic mental retardation (95 subjects), and control subjects (568 subjects). Functional validation of the human mutation was done in developing zebrafish. RESULTS Here we report the identification of a de novo nonsense truncating mutation in one patient with SCZ, in kinesin 17, a synaptic motor protein. No de novo or truncating KIF17 mutations were found in the additional samples. We further validated the pathogenic nature of this mutation by knocking down its expression in zebrafish embryos, which resulted in a developmental defect. CONCLUSIONS Together our findings suggest that disruption of KIF17, although rare, could result in a schizophrenia phenotype and emphasize the possible involvement of rare de novo mutations in this disorder.
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Affiliation(s)
- Julien Tarabeux
- Department of Medicine, Center of Excellence in Neuromics of Université de Montréal, Centre Hospitalier de l'Université de Montreal Research Center, University of Montréal, Montreal, Quebec, Canada
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Direct measure of the de novo mutation rate in autism and schizophrenia cohorts. Am J Hum Genet 2010; 87:316-24. [PMID: 20797689 DOI: 10.1016/j.ajhg.2010.07.019] [Citation(s) in RCA: 172] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2010] [Revised: 07/22/2010] [Accepted: 07/27/2010] [Indexed: 11/20/2022] Open
Abstract
The role of de novo mutations (DNMs) in common diseases remains largely unknown. Nonetheless, the rate of de novo deleterious mutations and the strength of selection against de novo mutations are critical to understanding the genetic architecture of a disease. Discovery of high-impact DNMs requires substantial high-resolution interrogation of partial or complete genomes of families via resequencing. We hypothesized that deleterious DNMs may play a role in cases of autism spectrum disorders (ASD) and schizophrenia (SCZ), two etiologically heterogeneous disorders with significantly reduced reproductive fitness. We present a direct measure of the de novo mutation rate (μ) and selective constraints from DNMs estimated from a deep resequencing data set generated from a large cohort of ASD and SCZ cases (n = 285) and population control individuals (n = 285) with available parental DNA. A survey of ∼430 Mb of DNA from 401 synapse-expressed genes across all cases and 25 Mb of DNA in controls found 28 candidate DNMs, 13 of which were cell line artifacts. Our calculated direct neutral mutation rate (1.36 × 10(-8)) is similar to previous indirect estimates, but we observed a significant excess of potentially deleterious DNMs in ASD and SCZ individuals. Our results emphasize the importance of DNMs as genetic mechanisms in ASD and SCZ and the limitations of using DNA from archived cell lines to identify functional variants.
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Hertzman C, Boyce T. How experience gets under the skin to create gradients in developmental health. Annu Rev Public Health 2010; 31:329-47 3p following 347. [PMID: 20070189 DOI: 10.1146/annurev.publhealth.012809.103538] [Citation(s) in RCA: 390] [Impact Index Per Article: 27.9] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Social environments and experiences get under the skin early in life in ways that affect the course of human development. Because most factors associated with early child development are a function of socio-economic status, differences in early child development form a socio-economic gradient. We are now learning how, when, and by what means early experiences influence key biological systems over the long term to produce gradients: a process known as biological embedding. Opportunities for biological embedding are tethered closely to sensitive periods in the development of neural circuitry. Epigenetic regulation is the best example of operating principles relevant to biological embedding. We are now in a position to ask how early childhood environments work together with genetic variation and epigenetic regulation to generate socially partitioned developmental trajectories with impact on health across the life course.
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Affiliation(s)
- Clyde Hertzman
- Human Early Learning Partnership (HELP), University of British Columbia, Vancouver, British Columbia, V6T 1Z5, Canada.
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D'Angiulli A, Warburton W, Dahinten S, Hertzman C. Population-level associations between preschool vulnerability and grade-four basic skills. PLoS One 2009; 4:e7692. [PMID: 19946366 PMCID: PMC2776982 DOI: 10.1371/journal.pone.0007692] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2009] [Accepted: 10/03/2009] [Indexed: 11/19/2022] Open
Abstract
Background This is a predictive validity study examining the extent to which developmental vulnerability at kindergarten entry (as measured by the Early Development Instrument, EDI) is associated with children's basic skills in 4th grade (as measured by the Foundation Skills Assessment, FSA). Methodology/Principal Findings Relative risk analysis was performed on a large database linking individual-level EDI ratings to the scores the same children obtained on a provincial assessment of academic skills (FSA – Foundation Skills Assessment) four years later. We found that early vulnerability in kindergarten is associated with the basic skills that underlie populations of children's academic achievement in reading, writing and math, indicating that the Early Development Instrument permits to predict achievement-related skills four years in advance. Conclusions/Significance The EDI can be used to predict children's educational trends at the population level and can help select early prevention and intervention programs targeting pre-school populations at minimum cost.
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Affiliation(s)
- Amedeo D'Angiulli
- Institute of Interdisciplinary Studies, Carleton University, Ottawa, Canada.
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Perera FP, Li Z, Whyatt R, Hoepner L, Wang S, Camann D, Rauh V. Prenatal airborne polycyclic aromatic hydrocarbon exposure and child IQ at age 5 years. Pediatrics 2009; 124:e195-202. [PMID: 19620194 PMCID: PMC2864932 DOI: 10.1542/peds.2008-3506] [Citation(s) in RCA: 279] [Impact Index Per Article: 18.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/11/2022] Open
Abstract
OBJECTIVE This study evaluated the relationship between prenatal exposure to airborne polycyclic aromatic hydrocarbons (PAHs) and child intelligence. METHODS Children of nonsmoking black or Dominican-American women residing in New York City were monitored from in utero to 5 years of age, with determination of prenatal PAH exposure through personal air monitoring for the mothers during pregnancy. At 5 years of age, intelligence was assessed for 249 children by using the Wechsler Preschool and Primary Scale of Intelligence-Revised. Multivariate linear regression models were used to estimate and to test the associations between prenatal PAH exposure and IQ. RESULTS After adjustment for maternal intelligence, quality of the home caretaking environment, environmental tobacco smoke exposure, and other potentially confounding factors, high PAH levels (above the median of 2.26 ng/m(3)) were inversely associated with full-scale IQ (P = .007) and verbal IQ (P = .003) scores. Children in the high-exposure group had full-scale and verbal IQ scores that were 4.31 and 4.67 points lower, respectively, than those of less-exposed children ( CONCLUSION These results provide evidence that environmental PAHs at levels encountered in New York City air can affect children's IQ adversely.
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Affiliation(s)
- Frederica P Perera
- Department of Environmental Health Sciences, Columbia Center for Children's Environmental Healt, Mailman School of Public Health, Columbia University, New York, New York 10032, USA.
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Poor reading in French elementary school: the interplay of cognitive, behavioral, and socioeconomic factors. J Dev Behav Pediatr 2009; 30:206-16. [PMID: 19412126 DOI: 10.1097/dbp.0b013e3181a7ed6c] [Citation(s) in RCA: 39] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND : Reading impairment is the major learning disability in childhood. Most previous studies were done on English-speaking populations. Yet, it has been argued that the English writing system exacerbates phonological deficits because of its exceptionally high inconsistency between spelling and sound. Thus, cross-language studies are needed to explore the universal versus language-specific factors underlying reading impairment. The goal of the present research was to study biological, socioeconomic, cognitive, and behavioral factors underlying poor reading in French-speaking second grade children. METHODS : A total of 1062 children from 20 different schools in the city of Paris participated in the study. After an initial test phase, children with a suspected impairment in reading acquisition were assessed individually. Subsequently, 100 poor readers and 50 controls were matched for sex, age, school, and neighborhood socioeconomic status (SES). They underwent comprehensive medical, cognitive, and behavioral assessment complemented by individual socioeconomic data. RESULTS : The average prevalence of reading impairment was around 12% in our sample. It was highly influenced by neighborhood SES, varying from 3.3% in high SES to 24.2% in low SES areas. Among the individual SES variables, low maternal education significantly distinguished poor from typical readers. Multiple regression analyses showed that reading outcome was best predicted by phonological awareness skills and attention deficits. CONCLUSION : The majority of poor readers come from low SES areas. As in the English literature, the most robust predictor for reading impairment is phonological awareness. In addition, behavioral problems, such as attention deficits, seem to aggravate reading deficits for children with weak phonological awareness skills.
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Forget-Dubois N, Dionne G, Lemelin JP, Pérusse D, Tremblay RE, Boivin M. Early Child Language Mediates the Relation Between Home Environment and School Readiness. Child Dev 2009; 80:736-49. [DOI: 10.1111/j.1467-8624.2009.01294.x] [Citation(s) in RCA: 103] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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McGinty AS, Justice LM. Predictors of print knowledge in children with specific language impairment: experiential and developmental factors. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2009; 52:81-97. [PMID: 18723595 DOI: 10.1044/1092-4388(2008/07-0279)] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
PURPOSE Many children with specific language impairment (SLI) demonstrate delays in print knowledge, yet the reasons for these delays are not well understood. The present study investigates the degree to which developmental risk factors and home literacy experiences predict the print knowledge of children with SLI. METHOD Direct child measures, maternal reports, and observations from 41 mothers and their preschool-aged children with SLI assessed child language and attentional difficulties, family socioeconomic status, the frequency and quality of home literacy, and children's print knowledge. RESULTS Hierarchical multiple regression analyses revealed that individual differences in children's oral language abilities did not explain individual variability in print knowledge. The quality of home literacy was the only significant predictor of print knowledge, but its influence was moderated by children's attentional difficulties. CONCLUSIONS Findings reveal that language difficulty is not an adequate explanation for the print knowledge delays of children with SLI and suggest that literacy experiences may play an important role in the print knowledge attainment of children with SLI. The quality of home literacy appears to foster print knowledge by compensating for attentional difficulties in children with SLI but is not sufficient to promote print knowledge in children with SLI without attentional difficulties.
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Affiliation(s)
- Anita S McGinty
- Preschool Language and Literacy Lab, Curry School of Education, University of Virginia, Charlottesville, VA 22904, USA.
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Justice LM, Kaderavek JN, Fan X, Sofka A, Hunt A. Accelerating Preschoolers' Early Literacy Development Through Classroom-Based Teacher–Child Storybook Reading and Explicit Print Referencing. Lang Speech Hear Serv Sch 2009; 40:67-85. [DOI: 10.1044/0161-1461(2008/07-0098)] [Citation(s) in RCA: 186] [Impact Index Per Article: 12.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
This study examined the impact of teacher use of a print referencing style during classroom-based storybook reading sessions conducted over an academic year. Impacts on preschoolers' early literacy development were examined, focusing specifically on the domain of print knowledge.
Method
This randomized, controlled trial examined the effects of a print referencing style on 106 preschool children attending 23 classrooms serving disadvantaged preschoolers. Following random assignment, teachers in 14 classrooms used a print referencing style during 120 large-group storybook reading sessions during a 30-week period. Teachers in 9 comparison classrooms read at the same frequency and with the same storybooks but used their normal style of reading.
Results
Children whose teachers used a print referencing style showed larger gains on 3 standardized measures of print knowledge: print concept knowledge, alphabet knowledge, and name writing, with medium-sized effects.
Clinical Implications
The convergence of the present findings with those of previous efficacy studies indicates that print referencing intervention can be used confidently as an approach for facilitating print knowledge in preschool-age children. Speech-language pathologists can serve an important role in supporting preschool educators as they use this evidence-based technique with pupils in their classrooms.
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Affiliation(s)
| | | | - Xitao Fan
- University of Virginia, Charlottesville
| | - Amy Sofka
- University of Virginia, Charlottesville
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From Kindergarten readiness to fourth-grade assessment: Longitudinal analysis with linked population data. Soc Sci Med 2009; 68:111-23. [DOI: 10.1016/j.socscimed.2008.09.063] [Citation(s) in RCA: 41] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2007] [Indexed: 11/18/2022]
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