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Zeytinoglu S, Tang A, Zeanah CH, Nelson CA, Almas AN, Fox NA. Effects of foster care intervention and caregiving quality on the bidirectional development of executive functions and social skills following institutional rearing. Dev Sci 2023; 26:e13309. [PMID: 35933686 PMCID: PMC9902572 DOI: 10.1111/desc.13309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Revised: 07/25/2022] [Accepted: 07/27/2022] [Indexed: 11/29/2022]
Abstract
Institutional rearing negatively impacts the development of children's social skills and executive functions (EF). However, little is known about whether childhood social skills mediate the effects of the foster care intervention (FCG) and foster caregiving quality following early institutional rearing on EF and social skills in adolescence. We examined (a) whether children's social skills at 8 years mediate the impact of the FCG on the development of EF at ages 12 and 16 years, and (b) whether social skills and EF at ages 8 and 12 mediate the relation between caregiving quality in foster care at 42 months and subsequent social skills and EF at age 16. Participants included abandoned children from Romanian institutions, who were randomly assigned to a FCG (n = 68) or care as usual (n = 68), and a never-institutionalized group (n = 135). At ages 8, 12, and 16, social skills were assessed via caregiver and teacher reports and EF were assessed via the Cambridge Neuropsychological Test Automated Battery. Caregiving quality of foster caregivers was observed at 42 months. FCG predicted better social skills at 8 years, which in turn predicted better EF in adolescence. Higher caregiver quality in foster care at 42 months predicted better social skills at 8 and 12 years, and better EF at 12 years, which in turn predicted 16-year EF and social skills. These findings suggest that interventions targeting caregiving quality within foster care home environments may have long-lasting positive effects on children's social skills and EF.
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Affiliation(s)
- Selin Zeytinoglu
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD
| | - Alva Tang
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD
| | | | - Charles A. Nelson
- Boston Children’s Hospital, Harvard Medical School, Boston, MA
- Harvard Graduate School of Education, Cambridge, MA
| | - Alisa N. Almas
- School of Population and Public Health, University of British Columbia, Vancouver, BC
| | - Nathan A. Fox
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD
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Chinn LK, Momotenko DA, Sukmanova AA, Ovchinnikova IV, Golovanova IV, Grigorenko EL. Effects of childhood institutionalization on semantic processing and its neural correlates persist into adolescence and adulthood. Cortex 2023; 161:93-115. [PMID: 36921375 DOI: 10.1016/j.cortex.2022.11.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Revised: 06/17/2022] [Accepted: 11/18/2022] [Indexed: 02/21/2023]
Abstract
Individuals raised in institutionalized care settings are more likely to demonstrate developmental deficits than those raised in biological families. One domain that is vulnerable to the impoverished environments characteristic of some institutionalized care facilities is language development. We used EEG to assess ERPs and source-localized event-related spectral perturbations (ERSPs) associated with semantic processing at different levels of picture-word conflict and low versus high word frequency. Additionally, we assessed behavioral language ability (a synonyms task) and IQ. Participants (N = 454) were adolescents and adults with a history of institutionalized care (N = 187) or raised in biological families (N = 267), both recruited from secondary educational settings to approximately match the groups on age and education. Results indicate that individuals with a history of institutionalization are less accurate at judging whether semantic information in a spoken word matches an image. Additionally, those with a history of institutionalization show reduced cognitive control of conflict and more reactive N400 ERPs and beta ERSPs when handling picture-word conflict, especially in the left hemisphere. Frontal theta is related to semantic and conflict processing; however, in this study it did not vary with institutionalization.
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Affiliation(s)
- Lisa K Chinn
- Department of Psychology & Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, TX, United States
| | - Darya A Momotenko
- Center for Cognitive Sciences, Sirius University of Science and Technology, Sochi, Russia; Laboratory of Translational Sciences of Human Development, Saint Petersburg State University, Saint Petersburg, Russia
| | - Anastasia A Sukmanova
- Laboratory of Translational Sciences of Human Development, Saint Petersburg State University, Saint Petersburg, Russia; Centre for Cognition and Decision Making, Institute for Cognitive Neuroscience, HSE University, Moscow, Russia
| | - Irina V Ovchinnikova
- Department of Psychology & Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, TX, United States; Center for Cognitive Sciences, Sirius University of Science and Technology, Sochi, Russia; Laboratory of Translational Sciences of Human Development, Saint Petersburg State University, Saint Petersburg, Russia
| | - Irina V Golovanova
- Center for Cognitive Sciences, Sirius University of Science and Technology, Sochi, Russia; Laboratory of Translational Sciences of Human Development, Saint Petersburg State University, Saint Petersburg, Russia
| | - Elena L Grigorenko
- Department of Psychology & Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, TX, United States; Center for Cognitive Sciences, Sirius University of Science and Technology, Sochi, Russia; Laboratory of Translational Sciences of Human Development, Saint Petersburg State University, Saint Petersburg, Russia; Department of Molecular and Human Genetics, Baylor College of Medicine, Houston, TX, United States; Child Study Center and Haskins Laboratories, Yale University, New Haven, CT, United States.
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3
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Executive functions as self-reported on the BRIEF scales in adolescents and adults with and without a history of institutionalized rearing in Russia. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101261] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Zhu N, Chen BB, Lu HJ, Chang L. Life-history calibration of social hierarchies: Childhood adversity predicts leadership preference through relational social investment. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2021.111482] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Wang X, Zhu N, Chang L. Childhood unpredictability, life history, and intuitive versus deliberate cognitive styles. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2021.111225] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Developmental Consequences of Early Life Stress on Risk for Psychopathology: Longitudinal Associations with Children's Multisystem Physiological Regulation and Executive Functioning. Dev Psychopathol 2021; 33:1759-1773. [PMID: 34949903 DOI: 10.1017/s0954579421000730] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
The etiology of psychopathology is multifaceted and warrants consideration of factors at multiple levels and across developmental time. Although experiences of adversity in early life have been associated with increased risk of developing psychopathology, pathways toward maladaptation or resilience are complex and depend upon a variety of factors, including individuals' physiological regulation and cognitive functioning. Therefore, in a longitudinal cohort of 113 mother-child dyads, we explored associations from early adverse experiences to physiological co-regulation across multiple systems and subsequent variations in executive functioning. Latent profile analysis derived multisystem profiles based on children's heart rate, respiratory sinus arrhythmia, pre-ejection period, and cortisol measured during periods of rest and reactivity throughout a developmentally challenging protocol. Three distinct profiles of multisystem regulation emerged: heightened multisystem baseline activity (Anticipatory Arousal/ANS Responder), typically adaptive patterns across all systems (Active Copers/Mobilizers) and heightened HPA axis activity (HPA Axis Responders). Path models revealed that children exposed to adversity before 18-months were more likely to evidence an Anticipatory Arousal/ANS Responders response at 36-months, and children in this profile had lower executive functioning scores than the Active Copers/Mobilizers. In sum, these findings provide important information about potential physiological associations linking early adversity to variations in children's task-based executive functioning.
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Dalmaz C, Barth B, Pokhvisneva I, Wang Z, Patel S, Quillfeldt JA, Mendonça Filho EJ, de Lima RMS, Arcego DM, Sassi RB, Hall GBC, Kobor MS, Meaney MJ, Silveira PP. Prefrontal cortex VAMP1 gene network moderates the effect of the early environment on cognitive flexibility in children. Neurobiol Learn Mem 2021; 185:107509. [PMID: 34454100 DOI: 10.1016/j.nlm.2021.107509] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Revised: 08/10/2021] [Accepted: 08/20/2021] [Indexed: 01/07/2023]
Abstract
During development, genetic and environmental factors interact to modify specific phenotypes. Both in humans and in animal models, early adversities influence cognitive flexibility, an important brain function related to behavioral adaptation to variations in the environment. Abnormalities in cognitive functions are related to changes in synaptic connectivity in the prefrontal cortex (PFC), and altered levels of synaptic proteins. We investigated if individual variations in the expression of a network of genes co-expressed with the synaptic protein VAMP1 in the prefrontal cortex moderate the effect of early environmental quality on the performance of children in cognitive flexibility tasks. Genes overexpressed in early childhood and co-expressed with the VAMP1 gene in the PFC were selected for study. SNPs from these genes (post-clumping) were compiled in an expression-based polygenic score (PFC-ePRS-VAMP1). We evaluated cognitive performance of the 4 years-old children in two cohorts using similar cognitive flexibility tasks. In the first cohort (MAVAN) we utilized two CANTAB tasks: (a) the Intra-/Extra-dimensional Set Shift (IED) task, and (b) the Spatial Working Memory (SWM) task. In the second cohort, GUSTO, we used the Dimensional Change Card Sort (DCCS) task. The results show that in 4 years-old children, the PFC-ePRS-VAMP1 network moderates responsiveness to the effects of early adversities on the performance in attentional flexibility tests. The same result was observed for a spatial working memory task. Compared to attentional flexibility, reversal learning showed opposite effects of the environment, as moderated by the ePRS. A parallel ICA analysis was performed to identify relationships between whole-brain voxel based gray matter density and SNPs that comprise the PFC-ePRS-VAMP1. The early environment predicts differences in gray matter content in regions such as prefrontal and temporal cortices, significantly associated with a genetic component related to Wnt signaling pathways. Our data suggest that a network of genes co-expressed with VAMP1 in the PFC moderates the influence of early environment on cognitive function in children.
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Affiliation(s)
- Carla Dalmaz
- Ludmer Centre for Neuroinformatics and Mental Health, Douglas Mental Health University Institute, McGill University, Montreal, QC, Canada; Depto Bioquimica e PPG CB Bioquimica, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil; PPG Neurociências, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil.
| | - Barbara Barth
- Ludmer Centre for Neuroinformatics and Mental Health, Douglas Mental Health University Institute, McGill University, Montreal, QC, Canada; Department of Psychiatry, Faculty of Medicine, McGill University, Montreal, QC, Canada
| | - Irina Pokhvisneva
- Ludmer Centre for Neuroinformatics and Mental Health, Douglas Mental Health University Institute, McGill University, Montreal, QC, Canada
| | - Zihan Wang
- Ludmer Centre for Neuroinformatics and Mental Health, Douglas Mental Health University Institute, McGill University, Montreal, QC, Canada
| | - Sachin Patel
- Ludmer Centre for Neuroinformatics and Mental Health, Douglas Mental Health University Institute, McGill University, Montreal, QC, Canada
| | - Jorge A Quillfeldt
- PPG Neurociências, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil; Depto Biofisica, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil
| | - Euclides J Mendonça Filho
- Ludmer Centre for Neuroinformatics and Mental Health, Douglas Mental Health University Institute, McGill University, Montreal, QC, Canada
| | - Randriely Merscher Sobreira de Lima
- Ludmer Centre for Neuroinformatics and Mental Health, Douglas Mental Health University Institute, McGill University, Montreal, QC, Canada; PPG Neurociências, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil
| | - Danusa M Arcego
- Ludmer Centre for Neuroinformatics and Mental Health, Douglas Mental Health University Institute, McGill University, Montreal, QC, Canada; Department of Psychiatry, Faculty of Medicine, McGill University, Montreal, QC, Canada
| | - Roberto Britto Sassi
- Mood Disorders Program, Department of Psychiatry & Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada
| | - Geoffrey B C Hall
- Department of Psychology, Neuroscience & Behaviour, McMaster University, Hamilton, ON, 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
| | - Michael J Meaney
- Ludmer Centre for Neuroinformatics and Mental Health, Douglas Mental Health University Institute, McGill University, Montreal, QC, Canada; Department of Psychiatry, Faculty of Medicine, McGill University, Montreal, QC, Canada; Singapore Institute for Clinical Sciences, Agency for Science, Technology and Research (A*STAR), Singapore
| | - Patrícia P Silveira
- Ludmer Centre for Neuroinformatics and Mental Health, Douglas Mental Health University Institute, McGill University, Montreal, QC, Canada; Department of Psychiatry, Faculty of Medicine, McGill University, Montreal, QC, Canada; PPG Neurociências, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil
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9
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Early adversity and children's regulatory deficits: Does postadoption parenting facilitate recovery in postinstitutionalized children? Dev Psychopathol 2020; 32:879-896. [PMID: 31656215 DOI: 10.1017/s0954579419001226] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
Children reared in orphanages typically experience the lack of stable, reliable caregivers and are at increased risk for deficits in regulatory abilities including difficulties in inhibitory control, attention, and emotion regulation. Although adoption results in a radical shift in caregiving quality, there remains variation in postadoption parenting, yet little research has examined postadoption parenting that may promote recovery in children experiencing early life adversity in the form of institutional care. Participants included 93 postinstitutionalized children adopted between 15 and 36 months of age and 52 nonadopted same-aged peers. Parenting was assessed four times during the first 2 years postadoption (at 2, 8, 16, and 24 months postadoption) and children's regulation was assessed at age 5 (M age = 61.68 months) and during kindergarten (M age = 71.55 months). Multiple parenting dimensions including sensitivity/responsiveness, structure/limit setting, and consistency in routines were examined. Both parental sensitivity and structure moderated the effect of preadoption adversity on children's emotion regulation while greater consistency was associated with better inhibitory control and fewer attention problems. Results support the notion that postadoption parenting during toddlerhood and the early preschool years promotes better regulation skills following early adversity.
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Abstract
BACKGROUND Longitudinal cohort studies with early start and life span perspectives are increasingly recognized as being crucial to uncover developmental trajectories as well as risk and resilience factors of psychiatric disorders. OBJECTIVE The importance of longitudinal studies is presented and the main findings of the Mannheim study of children at risk (MARS), the adolescent brain cognitive development (ABCD), the pediatric and adolescent health survey (Kinder- und Jugendgesundheitssurvey, KiGGS) and the AIMS longitudinal European autism project (LEAP) cohort studies are described. MATERIAL AND METHODS A literature search was carried out in MEDLINE. RESULTS The MARS followed participants with psychosocial and organic risks over more than 30 years starting from birth and showed the importance of early risk factors (prenatal period up to early childhood) for neuropsychosocial development. The ABCD cohort study (start 9-10 years old) underlined the developmental significance of early socioemotional and prenatal risks as well as toxin exposure. The KiGGS cohort followed children and adolescents from age 0-17 years up to the ages of 10-28 years. Main findings underline the importance of the socioeconomic status and gender-specific effects with respect to sensitive periods for the onset and trajectories of psychiatric disorders. The AIMS cohort followed patients with and without autism spectrum disorders aged between 6 and 30 years and first results revealed small effects regarding group differences. Further, cohort studies starting prenatally along with deep phenotyping are warranted to uncover the complex etiology of mental disorders. CONCLUSION Existing cohort studies on early mental development have shown specific focal points. To identify general and specific risk and resilience factors for psychiatric disorders and to model trajectories, there is a need for multimodal integration of data sets.
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Cohodes EM, Chen SH, Lieberman AF, Bush NR. Examination of the associations between young children's trauma exposure, trauma-symptomatology, and executive function. CHILD ABUSE & NEGLECT 2020; 108:104635. [PMID: 32739596 DOI: 10.1016/j.chiabu.2020.104635] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Revised: 07/11/2020] [Accepted: 07/17/2020] [Indexed: 05/23/2023]
Abstract
The present study used a bioecological framework to examine associations between trauma exposure, trauma-related symptomatology, and executive function (EF) in an urban sample of 88 predominantly ethnic-minority, low-income preschoolers (age 2-5) exposed to interpersonal trauma. Contrary to hypotheses based on past literature documenting associations between trauma exposure and EF deficits in childhood, in regressions adjusting for child gender, family income, and caregiver education, neither trauma exposure or trauma-related symptoms (post-traumatic stress symptoms, internalizing behaviors, or externalizing behaviors) were significantly associated with children's EF performance. Associations between child trauma exposure, symptomatology, and executive function were not moderated by parental PTSD symptomatology; and EF was not differentially predicted by type of trauma. Results suggest that, within an ethnically-diverse sample of preschool-aged children exposed to multiple traumas, associations between trauma exposure, symptomatology, and EF may be particularly nuanced. Keywords: child trauma, posttraumatic stress, executive function, preschool-age children, child mental health.
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Affiliation(s)
- Emily M Cohodes
- University of California, San Francisco, Department of Psychiatry, Zuckerberg San Francisco General Hospital, United States.
| | - Stephen H Chen
- University of California, San Francisco, Department of Psychiatry, Zuckerberg San Francisco General Hospital, United States
| | - Alicia F Lieberman
- University of California, San Francisco, Department of Psychiatry, Zuckerberg San Francisco General Hospital, United States
| | - Nicole R Bush
- University of California, San Francisco, Department of Psychiatry, Zuckerberg San Francisco General Hospital, United States; University of California, San Francisco, Department of Pediatrics, United States
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Fay-Stammbach T, Hawes DJ. Caregiver ratings and performance-based indices of executive function among preschoolers with and without maltreatment experience. Child Neuropsychol 2018; 25:721-741. [DOI: 10.1080/09297049.2018.1530344] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Early Caregiver–Child Interaction and Children’s Development: Lessons from the St. Petersburg-USA Orphanage Intervention Research Project. Clin Child Fam Psychol Rev 2018; 22:208-224. [DOI: 10.1007/s10567-018-0270-9] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
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Julian MM, McCall RB, Groark CJ, Muhamedrahimov RJ, Palmov OI, Nikiforova NV. Development of children adopted to the United States following a social-emotional intervention in St. Petersburg (Russian Federation) institutions. APPLIED DEVELOPMENTAL SCIENCE 2018; 23:273-293. [PMID: 31488944 PMCID: PMC6727650 DOI: 10.1080/10888691.2017.1420480] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
This study is a post-adoption follow-up of a social-emotional intervention in St. Petersburg, Russian Federation Baby Homes (BHs). Children previously resided in BHs and received Care as Usual (CAU, N=220), Training Only (TO, N=94), or Training plus Structural Changes (T+SC, N=45). This study examined intervention effects 0-6.5 years post-adoption to the USA, at age 9 months to 7 years old. Adoptive parents completed questionnaires on their child's social and behavioral development. Intervention graduates had better attachment security, less indiscriminate friendliness, and fewer behavior problems than CAU graduates. Children who had longer exposure to intervention conditions had better attachment security, but poorer executive function, externalizing and internalizing problems, and competence. Thus, although post-institutionalized children were generally functioning in the normal range in early childhood and effect sizes were small, a social-emotional intervention in institutions is associated with modest benefits to attachment and behavior problems and apparent decrements to executive function.
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Bick J, Zeanah CH, Fox NA, Nelson CA. Memory and Executive Functioning in 12-Year-Old Children With a History of Institutional Rearing. Child Dev 2017; 89:495-508. [PMID: 28898388 DOI: 10.1111/cdev.12952] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
We examined visual recognition memory and executive functioning (spatial working memory [SWM], spatial planning, rule learning, and attention shifting) in 12-year-olds (n = 150) who participated in the Bucharest Early Intervention Project, a randomized controlled trial of foster care for institutionally reared children. Similar to prior reports at 8 years of age, institutionally reared children showed significant deficits in visual recognition memory and SWM. Deficits in attention shifting and rule learning were also apparent at this time point. These data suggest that early experiences continue to shape the development of memory, learning, and executive functioning processes in preadolescence, which may explain broader cognitive and learning difficulties commonly associated with severe early life neglect.
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Affiliation(s)
- Johanna Bick
- Boston Children's Hospital.,Harvard Medical School
| | | | | | - Charles A Nelson
- Boston Children's Hospital.,Harvard Medical School.,Harvard Graduate School of Education
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O'Meagher S, Kemp N, Norris K, Anderson P, Skilbeck C. Risk factors for executive function difficulties in preschool and early school-age preterm children. Acta Paediatr 2017; 106:1468-1473. [PMID: 28502114 DOI: 10.1111/apa.13915] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/24/2017] [Revised: 05/04/2017] [Accepted: 05/09/2017] [Indexed: 11/28/2022]
Abstract
AIM To investigate the relationship between executive functioning and social and perinatal risk factors in four- to five-year-old preterm children. METHODS Using standardised measures of general intelligence and performance-based executive function (EF) tests prior to starting kindergarten, 141 children born preterm (<33 weeks of gestation) and 77 term comparison children were assessed. Parental and teacher reports of executive functioning were completed when the children commenced kindergarten. The preterm and the term comparison groups were compared on measures of intelligence and EFs using independent-groups t-tests, and multivariate regression analyses were performed to identify factors predictive of intelligence and executive functioning in the preterm group. RESULTS The preterm group performed significantly more poorly than the comparison group on all intelligence and EF tests. The parental reports of the preterm and term comparison children's EF did not differ significantly, but the teachers reported elevated EF difficulties for the preterm group. Higher social risk, in particular lower educational level of the main caregiver, was the strongest predictor for the preterm children's intelligence and EF results. CONCLUSION Social risk factors are strongly associated with impaired early EF outcomes in preterm children.
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Affiliation(s)
- Sari O'Meagher
- Department of Psychology; Royal Hobart Hospital; Hobart Tas. Australia
- School of Medicine (Psychology); University of Tasmania; Hobart Tas Australia
| | - Nenagh Kemp
- School of Medicine (Psychology); University of Tasmania; Hobart Tas Australia
| | - Kimberley Norris
- School of Medicine (Psychology); University of Tasmania; Hobart Tas Australia
| | - Peter Anderson
- Monash Institute of Cognitive and Clinical Neurosciences; Monash University; Melbourne Vic. Australia
- Clinical Sciences; Murdoch Children's Research Institute; Melbourne Vic. Australia
| | - Clive Skilbeck
- School of Medicine (Psychology); University of Tasmania; Hobart Tas Australia
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Selvam S, Thomas T, Shetty P, Thennarasu K, Raman V, Khanna D, Mehra R, Kurpad AV, Srinivasan K. Development of norms for executive functions in typically-developing Indian urban preschool children and its association with nutritional status. Child Neuropsychol 2016; 24:226-246. [PMID: 27907279 DOI: 10.1080/09297049.2016.1254761] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Executive functions (EFs) are essential and important for achieving success in children's everyday lives and play a fundamental role in children's cognitive, academic, social, emotional and behavioral functioning. A cross-sectional study was carried out to develop age- and sex-specific norms for EFs using the Behavior Rating Inventory of Executive Function - Preschool Version (BRIEF-P) among 2- to 5-year-olds from urban Bangalore, India. In addition, the association between EFs and anthropometric measures, a marker of nutritional status, is also examined. Primary caregivers of 412 children, equally distributed by age and sex, participated. Raw scores for each domain and indices were converted to standard t-scores and percentiles were computed. A t-score at or above 63 corresponding to the 90th percentile was considered as the cutoff for executive dysfunction in this sample. The prevalence of executive dysfunction is 10% based on the Global Executive Composite score of the BRIEF-P. The cutoff score for identifying executive dysfunction using existing United States (US) norms is higher compared to the cutoff score obtained in the current study. Therefore, using US norms for Indian children could result in the prevalence of executive dysfunction been underestimated. Multiple linear regression analysis revealed that stunted and underweight children have significantly elevated EF scores after adjusting for age, sex and socioeconomic status (SES; p < .01). A greater understanding of EFs in preschool children is important for the early identification of executive dysfunction and implementing interventions to improve their future prospects. This study also shows that undernourished children are more likely to have executive dysfunction.
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Affiliation(s)
- Sumithra Selvam
- a Division of Epidemiology and Biostatistics , St. John's Research Institute, St. John's National Academy of Health Sciences , Bangalore , India
| | - Tinku Thomas
- a Division of Epidemiology and Biostatistics , St. John's Research Institute, St. John's National Academy of Health Sciences , Bangalore , India
| | - Priya Shetty
- b Division of Mental Health and Neurosciences, St. John's Research Institute , St. John's National Academy of Health Sciences , Bangalore , India
| | - K Thennarasu
- c Department of Biostatistics , National Institute of Mental Health and Neuro Sciences (NIMHANS) , Bangalore , India
| | - Vijaya Raman
- d Department of Psychology , St. John's Medical College and Hospital, St. John's National Academy of Health Sciences , Bangalore , India
| | - Deepti Khanna
- e Research & Development , GlaxoSmithKline Consumer Healthcare Ltd , Gurgaon , India
| | - Ruchika Mehra
- e Research & Development , GlaxoSmithKline Consumer Healthcare Ltd , Gurgaon , India
| | - Anura V Kurpad
- f Department of Physiology, St. John's Medical College and Hospital , St. John's National Academy of Health Sciences , Bangalore , India
| | - Krishnamachari Srinivasan
- g Department of Psychiatry , St. John's Medical College and Hospital, St. John's National Academy of Health Sciences , Bangalore , India
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Troller-Renfree S, Nelson CA, Zeanah CH, Fox NA. Deficits in error monitoring are associated with externalizing but not internalizing behaviors among children with a history of institutionalization. J Child Psychol Psychiatry 2016; 57:1145-53. [PMID: 27569003 PMCID: PMC5047056 DOI: 10.1111/jcpp.12604] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/26/2016] [Indexed: 11/29/2022]
Abstract
BACKGROUND Children raised in institutions are at increased risk of developing internalizing and externalizing problems. However, not all children raised in institutions develop psychopathology. Deficits in error monitoring may be one risk pathway for children with a history of institutionalization given that these skills are related to both internalizing and externalizing psychiatric disorders. Error monitoring and the neural circuitry that supports it have a protracted developmental time course and are highly susceptible to the effects of adversity. As such, they may play an important moderating role between a history of institutional rearing and subsequent psychopathology. METHODS We investigated the impact of psychosocial deprivation on behavioral and neural responses (event-related potentials: ERPs) to a Flanker task assessing error monitoring and the relations between these measures and psychopathology for 12-year-old children in the Bucharest Early Intervention Project (BEIP). The BEIP involves two groups of institutionalized children randomly assigned in infancy to receive either a foster care intervention (FCG) or care as usual (CAUG). RESULTS Children who experienced institutional care, particularly those in the CAUG, showed perturbed behavioral performance and ERPs on the Flanker task. Additionally, an ERP measure of error monitoring [error-related negativity (ERN)] moderated the relations between time spent in institutions and externalizing and ADHD behaviors. When the amplitude of the ERN was smaller, time spent in institutional care was positively related to ADHD and externalizing behaviors, whereas time spent in institutions was unrelated to externalizing problems when children evidenced a larger ERN. Neural correlates of error monitoring did not moderate the relations between time spent in institutionalized care and internalizing behaviors. CONCLUSIONS Exposure to institutional care early in life may affect brain circuitry associated with error monitoring. Perturbations in this neural circuitry in combination with psychosocial deprivation are possibly a risk pathway associated with the development of externalizing and ADHD problems.
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Affiliation(s)
- Sonya Troller-Renfree
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA.
| | - Charles A. Nelson
- Harvard Medical School, Boston Children's Hospital,Harvard Center on the Developing Child, Cambridge, MA,Harvard Graduate School of Education, Cambridge, MA
| | | | - Nathan A. Fox
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD
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McCall RB, Muhamedrahimov RJ, Groark CJ, Palmov OI, Nikiforova NV, Salaway JL, Julian MM. The Development of Children Placed into Different Types of Russian Families Following an Institutional Intervention. ACTA ACUST UNITED AC 2016; 5:255-270. [PMID: 28042513 DOI: 10.1037/ipp0000060] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study examined whether interventions in Russian Baby Homes promoting warm, sensitive, and responsive caregiver-child interactions and relationships would be associated with advantages in those children's behavior years after they transitioned to family care. Children (N = 135) who had resided for at least 3 months (M = 13.8 months) in one of three intervention institutions were subsequently placed in Russian families (relatives or non-relatives) for at least 1 year (M = 33.5 months). When children were 1.5-10.8 years of age, parents provided ratings of attachment, indiscriminate friendliness, executive functioning, social-emotional development, and behavior problems. Despite very substantial differences in the developmental status of children at departure from the three institutions, there were fewer than expected significant differences between children from the three institutions at follow-up or as a function of being placed with relatives or non-relatives. Specifically, children reared in the most improved institution displayed less indiscriminate friendliness, were less aggressive/defiant, and had less externalizing behavior. Children from all three institutions who were placed into families at older ages tended to be rated more poorly on some measures. These results suggest that previously institutionalized children adjust well to family life, but improved institutional caregiving can have some persistent benefits over several years in children transitioned to families.
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Rai JK, Abecassis M, Casey JE, Flaro L, Erdodi LA, Roth RM. Parent rating of executive function in fetal alcohol spectrum disorder: A review of the literature and new data on Aboriginal Canadian children. Child Neuropsychol 2016; 23:713-732. [DOI: 10.1080/09297049.2016.1191628] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Jaspreet K. Rai
- Department of Psychology, University of Windsor, Ontario, Canada
| | - Maurissa Abecassis
- Neuropsychology Program, Department of Psychiatry, Geisel School of Medicine at Dartmouth, Lebanon, NH, USA
| | - Joseph E. Casey
- Department of Psychology, University of Windsor, Ontario, Canada
| | | | - Laszlo A. Erdodi
- Department of Psychology, University of Windsor, Ontario, Canada
| | - Robert M. Roth
- Neuropsychology Program, Department of Psychiatry, Geisel School of Medicine at Dartmouth, Lebanon, NH, USA
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21
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Petranovich CL, Walz NC, Staat MA, Chiu CYP, Wade SL. Structural language, pragmatic communication, behavior, and social competence in children adopted internationally: A pilot study. APPLIED NEUROPSYCHOLOGY-CHILD 2016; 6:315-326. [PMID: 27216916 DOI: 10.1080/21622965.2016.1182433] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The objectives of this study were to examine the association of structural language and pragmatic communication with behavior problems and social competence in girls adopted internationally. Participants included girls between 6-12 years of age who were internationally adopted from China (n = 32) and Eastern-Europe (n = 25) and a control group of never-adopted girls (n = 25). Children completed the Wechsler Abbreviated Scale of Intelligence. Parents completed the Child Communication Checklist- second edition, the Child Behavior Checklist, and the Home and Community Social Behavior Scales. Compared to the controls, parents in the Eastern European group reported more problems with social competence, externalizing behaviors, structural language, and pragmatic communication. The Chinese group evidenced more internalizing problems. Using generalized linear regression, interaction terms were examined to determine if the associations of pragmatic communication and structural language with behavior problems and social competence varied across groups. Controlling for general intellectual functioning, poorer pragmatic communication was associated with more externalizing problems and poorer social competence. In the Chinese group, poorer pragmatic communication was associated with more internalizing problems. Post-adoption weaknesses in pragmatic communication are associated with behavior problems and social competence. Internationally adopted children may benefit from interventions that target pragmatic communication.
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Affiliation(s)
- Christine L Petranovich
- a Department of Psychiatry and Behavioral Sciences , The University of New Mexico Health Sciences Center , Albuquerque , New Mexico , USA
| | - Nicolay Chertkoff Walz
- b Division of Behavioral Medicine and Clinical Psychology , Cincinnati Children's Hospital Medical Center , Cincinnati , Ohio , USA
| | - Mary Allen Staat
- c Division of Infectious Disease, Cincinnati Children's Hospital Medical Center , The University of Cincinnati, College of Medicine , Cincinnati , Ohio , USA
| | - Chung-Yiu Peter Chiu
- d Department of Psychology , The University of Cincinnati , Cincinnati , Ohio , USA
| | - Shari L Wade
- e Division of Physical Medicine and Rehabilitation, Cincinnati Children's Hospital Medical Center , The University of Cincinnati, College of Medicine , Cincinnati , Ohio , USA
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Tibu F, Sheridan MA, McLaughlin KA, Nelson CA, Fox NA, Zeanah CH. Disruptions of working memory and inhibition mediate the association between exposure to institutionalization and symptoms of attention deficit hyperactivity disorder. Psychol Med 2016; 46:529-41. [PMID: 26470598 PMCID: PMC4739820 DOI: 10.1017/s0033291715002020] [Citation(s) in RCA: 51] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
BACKGROUND Young children raised in institutions are exposed to extreme psychosocial deprivation that is associated with elevated risk for psychopathology and other adverse developmental outcomes. The prevalence of attention deficit hyperactivity disorder (ADHD) is particularly high in previously institutionalized children, yet the mechanisms underlying this association are poorly understood. We investigated whether deficits in executive functioning (EF) explain the link between institutionalization and ADHD. METHOD A sample of 136 children (aged 6-30 months) was recruited from institutions in Bucharest, Romania, and 72 never institutionalized community children matched for age and gender were recruited through general practitioners' offices. At 8 years of age, children's performance on a number of EF components (working memory, response inhibition and planning) was evaluated. Teachers completed the Health and Behavior Questionnaire, which assesses two core features of ADHD, inattention and impulsivity. RESULTS Children with history of institutionalization had higher inattention and impulsivity than community controls, and exhibited worse performance on working memory, response inhibition and planning tasks. Lower performances on working memory and response inhibition, but not planning, partially mediated the association between early institutionalization and inattention and impulsivity symptom scales at age 8 years. CONCLUSIONS Institutionalization was associated with decreased EF performance and increased ADHD symptoms. Deficits in working memory and response inhibition were specific mechanisms leading to ADHD in previously institutionalized children. These findings suggest that interventions that foster the development of EF might reduce risk for psychiatric problems in children exposed to early deprivation.
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Affiliation(s)
- F. Tibu
- Institute of Child Development, Bucharest, Romania
| | | | | | - C. A. Nelson
- Harvard University, Boston, USA
- Boston Children’s Hospital, Boston, USA
| | - N. A. Fox
- University of Maryland, College Park, USA
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The development of postinstitutionalized versus parent-reared Russian children as a function of age at placement and family type. Dev Psychopathol 2016; 28:251-64. [PMID: 26753952 DOI: 10.1017/s0954579415000425] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
A total of 149 children, who spent an average of 13.8 months in Russian institutions, were transferred to Russian families of relatives and nonrelatives at an average age of 24.7 months. After residing in these families for at least 1 year (average = 43.2 months), parents reported on their attachment, indiscriminately friendly behavior, social-emotional competencies, problem behaviors, and effortful control when they were 1.5-10.7 years of age. They were compared to a sample of 83 Russian parents of noninstitutionalized children, whom they had reared from birth. Generally, institutionalized children were rated similarly to parent-reared children on most measures, consistent with substantial catch-up growth typically displayed by children after transitioning to families. However, institutionalized children were rated more poorly than parent-reared children on certain competencies in early childhood and some attentional skills. There were relatively few systematic differences associated with age at family placement or whether the families were relatives or nonrelatives. Russian parent-reared children were rated as having more problem behaviors than the US standardization sample, which raises cautions about using standards cross-culturally.
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24
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Julian MM, McCall RB. Social Skills in Children Adopted from Socially-Emotionally Depriving Institutions. ADOPTION QUARTERLY 2015; 19:44-62. [PMID: 27087772 PMCID: PMC4830636 DOI: 10.1080/10926755.2015.1088106] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
This study assessed social skills in post-institutionalized (PI) children with respect to age-at-adoption, age-at-assessment, and gender. Parent ratings of social skills (Social Skills Rating System) and behavior problems (Child Behavior Checklist) were obtained for 214 children and 127 adolescents who were adopted from socially-emotionally depriving Russian institutions. Results showed that children adopted before 18 months of age have better social skills than those adopted after this age; those assessed in childhood demonstrate better social skills than those assessed in adolescence. PI females, especially later-adopted adolescents, have particularly poor social skills. Children with poor social skills tend to have higher rates of behavior problems.
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Affiliation(s)
- Megan M. Julian
- Doctoral Candidate, Clinical and Developmental Psychology, University of Pittsburgh, Psychology Department, 210 South Bouquet St., 3 Floor, Pittsburgh, PA 15260
| | - Robert B. McCall
- Professor, Department of Psychology, Co-Director, University of Pittsburgh Office of Child Development, 400 N. Lexington St., Pittsburgh, PA 15208
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25
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Rakhlin N, Hein S, Doyle N, Hart L, Macomber D, Ruchkin V, Tan M, Grigorenko EL. Language development of internationally adopted children: Adverse early experiences outweigh the age of acquisition effect. JOURNAL OF COMMUNICATION DISORDERS 2015; 57:66-80. [PMID: 26385197 DOI: 10.1016/j.jcomdis.2015.08.003] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/16/2015] [Revised: 08/28/2015] [Accepted: 08/29/2015] [Indexed: 06/05/2023]
Abstract
UNLABELLED We compared English language and cognitive skills between internationally adopted children (IA; mean age at adoption=2.24, SD=1.8) and their non-adopted peers from the US reared in biological families (BF) at two time points. We also examined the relationships between outcome measures and age at initial institutionalization, length of institutionalization, and age at adoption. On measures of general language, early literacy, and non-verbal IQ, the IA group performed significantly below their age-peers reared in biological families at both time points, but the group differences disappeared on receptive vocabulary and kindergarten concept knowledge at the second time point. Furthermore, the majority of children reached normative age expectations between 1 and 2 years post-adoption on all standardized measures. Although the age at adoption, age of institutionalization, length of institutionalization, and time in the adoptive family all demonstrated significant correlations with one or more outcome measures, the negative relationship between length of institutionalization and child outcomes remained most robust after controlling for the other variables. Results point to much flexibility and resilience in children's capacity for language acquisition as well as the potential primacy of length of institutionalization in explaining individual variation in IA children's outcomes. LEARNING OUTCOMES (1) Readers will be able to understand the importance of pre-adoption environment on language and early literacy development in internationally adopted children. (2) Readers will be able to compare the strength of the association between the length of institutionalization and language outcomes with the strength of the association between the latter and the age at adoption. (3) Readers will be able to understand that internationally adopted children are able to reach age expectations on expressive and receptive language measures despite adverse early experiences and a replacement of their first language with an adoptive language.
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Affiliation(s)
- Natalia Rakhlin
- Wayne State University, Detroit, MI, USA; Yale University, New Haven, CT, USA
| | - Sascha Hein
- University of Houston, Houston, TX, USA; Yale University, New Haven, CT, USA
| | - Niamh Doyle
- SUNY Upstate Medical University, Syracuse, NY, USA
| | | | | | | | - Mei Tan
- Yale University, New Haven, CT, USA
| | - Elena L Grigorenko
- Yale University, New Haven, CT, USA; Moscow State University for Psychology and Education, Moscow, Russia; St. Petersburg State University, St. Petersburg, Russia.
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26
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Brett ZH, Humphreys KL, Fleming AS, Kraemer GW, Drury SS. Using cross-species comparisons and a neurobiological framework to understand early social deprivation effects on behavioral development. Dev Psychopathol 2015; 27:347-67. [PMID: 25997759 PMCID: PMC5299387 DOI: 10.1017/s0954579415000036] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
Building upon the transactional model of brain development, we explore the impact of early maternal deprivation on neural development and plasticity in three neural systems: hyperactivity/impulsivity, executive function, and hypothalamic-pituitary-adrenal axis functioning across rodent, nonhuman primate, and human studies. Recognizing the complexity of early maternal-infant interactions, we limit our cross-species comparisons to data from rodent models of artificial rearing, nonhuman primate studies of peer rearing, and the relations between these two experimental approaches and human studies of children exposed to the early severe psychosocial deprivation associated with institutional care. In addition to discussing the strengths and limitations of these paradigms, we present the current state of research on the neurobiological impact of early maternal deprivation and the evidence of sensitive periods, noting methodological challenges. Integrating data across preclinical animal models and human studies, we speculate about the underlying biological mechanisms; the differential impact of deprivation due to temporal factors including onset, offset, and duration of the exposure; and the possibility and consequences of reopening of sensitive periods during adolescence.
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27
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McCall RB, Groark CJ. Research on Institutionalized Children: Implications for International Child Welfare Practitioners and Policymakers. ACTA ACUST UNITED AC 2015. [DOI: 10.1037/ipp0000033] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This paper reviews the empirical literature on the effects of institutionalization on young children’s development from the perspective of global child welfare practice and policy. It considers the characteristics of typical institutions, how to assess the quality of care in institutions, the level of physical and behavioral/mental development of infants and young children while residing in institutions, the crucial role of caregiver–child interactions in children’s development, the potential of children to developmentally improve when institutional caregiver–child interactions improve or children are transferred to families, and the influence of the quality of care on children’s development regardless of context. Several controversies are considered in a balanced fashion and from the standpoint of the nature of the evidence, such as care as typically practiced versus more ideal care, intercountry adoptions, improving institutions, and volunteers in institutions. Implications for practice and policy are identified throughout, especially factors that characterize successful large-scale attempts to transition from institutionalization to a system of family alternatives.
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28
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Eckerle JK, Hill LK, Iverson S, Hellerstedt W, Gunnar M, Johnson DE. Vision and hearing deficits and associations with parent-reported behavioral and developmental problems in international adoptees. Matern Child Health J 2015; 18:575-83. [PMID: 23605963 DOI: 10.1007/s10995-013-1274-1] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
To determine the occurrence of vision and hearing deficits in international adoptees and their associations with emotional, behavioral and cognitive problems. The Minnesota International Adoption Project (MnIAP) was a 556-item survey that was mailed to 2,969 parents who finalized an international adoption in Minnesota (MN) between January 1990 and December 1998 and whose children were between 4 and 18 years-old at the time of the survey. Families returned surveys for 1,906 children (64%); 1,005 had complete data for analyses. The survey included questions about the child's pre-adoption experiences and post-placement medical diagnoses, and the Child Behavior Checklist (CBCL). Multivariate logistic regression assessed associations between hearing and vision problems and problems identified by the CBCL. Information on hearing and vision screening and specific vision and hearing problems was also collected via a telephone survey (HVS) from 96/184 children (52%) seen between June 1999 and December 2000 at the University of Minnesota International Adoption Clinic. In both cohorts, 61% of children had been screened for vision problems and 59% for hearing problems. Among those children screened, vision (MnIAP = 25%, HVS = 31%) and hearing (MnIAP = 12%, HVS = 13%) problems were common. For MnIAP children, such problems were significant independent predictors for T scores >67 for the CBCL social problems and attention subscales and parent-reported, practitioner-diagnosed developmental delay, learning and speech/language problems, and cognitive impairment. Hearing and vision problems are common in international adoptees and screening and correction are available in the immediate post-arrival period. The importance of identifying vision and hearing problems cannot be overstated as they are risk factors for development and behavior problems.
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Affiliation(s)
- Judith K Eckerle
- International Adoption Medicine Program, Department of Pediatrics, University of Minnesota, Room 362, 717 Delaware St SE, Minneapolis, MN, 55414, USA,
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Etel E, Yagmurlu B. Social competence, theory of mind, and executive function in institution-reared Turkish children. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2014. [DOI: 10.1177/0165025414556095] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study had two aims. The first aim was to measure mental state understanding in institution-reared children by using a theory of mind (ToM) scale, and to examine the role of cultural context in sequencing of ToM acquisition. The other aim was to investigate ToM in relation to social competence and executive function (EF). Due to its pronounced role in mental state understanding and social interactions, we assessed receptive language as well. The participants were 107 institution-reared children aged 3 to 5 years in Turkey. Two visits were held within 2 days for behavioral assessments. In the first visit, the ToM scale was administered; in the second visit, the child was given the language test and the EF tasks. The social competence scales were completed by the child’s primary care provider in the institution. Guttman scaling analysis revealed that an understanding of diverse beliefs developed earlier than knowledge access, favoring the “individualistic pattern.” The regression analysis showed that EF was a significant predictor of ToM, but neither of them was associated with social competence when age was controlled. Receptive language predicted social competence and EF directly, and ToM indirectly through EF, pointing to the importance of this ability for early development.
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30
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Piper BJ, Gray HM, Corbett SM, Birkett MA, Raber J. Executive function and mental health in adopted children with a history of recreational drug exposures. PLoS One 2014; 9:e110459. [PMID: 25337917 PMCID: PMC4206404 DOI: 10.1371/journal.pone.0110459] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2014] [Accepted: 09/19/2014] [Indexed: 11/23/2022] Open
Abstract
Adoptive children are at increased risk for problematic behaviors but the origin of these individual differences in neurobehavioral function is unclear. This investigation examined whether adopted children with prenatal exposure to a wide variety of recreational drugs exhibited higher scores (i.e. more problems) with executive function and psychiatric symptomology. Caregivers of children ages 5 to 18 completed an online survey with items about use of alcohol, nicotine, or methamphetamine during pregnancy followed by the Behavior Rating Inventory of Executive Function (BRIEF, N = 437 including 59 adoptive parents) or the Child Behavior Checklist (CBCL, N = 549 including 54 adoptive parents). Relative to a comparison group of children raised by their biological parents, adoptive children that were polysubstance exposed during prenatal development exhibited higher rates of academic difficulties and were behind their classmates in math and reading. Adoptive children had statistically and clinically significant higher BRIEF ratings and this pattern was similar for boys and girls. CBCL ratings were significantly increased in adoptive children, particularly for Externalizing and Attention problems. Adoptive children with a history of polysubstance exposures including alcohol, nicotine, and methamphetamine are at heightened risk for difficulties with executive function as well as various psychopathologies. These findings suggest that increased monitoring to identify and implement remediation strategies may be warranted for adopted children with a history of in utero drug exposures.
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Affiliation(s)
- Brian J. Piper
- Department of Basic Pharmaceutical Sciences, Husson University, Bangor, Maine, United States of America
- Department of Behavioral Neuroscience, Oregon Health and Science University, Portland, Oregon, United States of America
- * E-mail:
| | - Hilary M. Gray
- Department of Behavioral Neuroscience, Oregon Health and Science University, Portland, Oregon, United States of America
- School of Community Health and Department of Counselor Education, Portland State University, Portland, Oregon, United States of America
| | - Selena M. Corbett
- Department of Behavioral Neuroscience, Oregon Health and Science University, Portland, Oregon, United States of America
- College of Osteopathic Medicine of the Pacific Northwest, Western University of Health Sciences, Pomona, California, United States of America
| | - Melissa A. Birkett
- Department of Psychological Sciences, Northern Arizona University, Flagstaff, Arizona, United States of America
| | - Jacob Raber
- Department of Behavioral Neuroscience, Oregon Health and Science University, Portland, Oregon, United States of America
- Department of Neurology and Radiation Medicine, and Division of Neuroscience, ONPRC, Oregon Health and Science University, Portland, Oregon, United States of America
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Loman MM, Johnson AE, Quevedo K, Lafavor TL, Gunnar MR. Risk-taking and sensation-seeking propensity in postinstitutionalized early adolescents. J Child Psychol Psychiatry 2014; 55:1145-52. [PMID: 24552550 PMCID: PMC4138294 DOI: 10.1111/jcpp.12208] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/03/2014] [Indexed: 11/30/2022]
Abstract
BACKGROUND Youth with histories of institutional/orphanage care are at increased risk for externalizing and internalizing problems during childhood and adolescence. Although these problems have been well described, the related adolescent behaviors of risk-taking and sensation-seeking have not yet been explored in this population. This study examined risk-taking and sensation-seeking propensity, and associations with conduct problems and depressive symptoms, in early adolescents who were adopted as young children from institutional care. METHODS Risk-taking and sensation-seeking propensities of 12- and 13-year-old postinstitutionalized (PI; n = 54) adolescents were compared with two groups: youth who were internationally adopted early from foster care (PFC; n = 44) and nonadopted youth (NA; n = 58). Participants were recruited to equally represent pre/early- and mid/late-pubertal stages within each group. Participants completed the youth version of the Balloon Analogue Risk Task (Lejuez et al., ) and the Sensation-Seeking Scale for Children (Russo et al., ). Parents completed clinical ratings of participants' conduct problems and depressive symptoms. RESULTS PI adolescents demonstrated lower risk-taking than PFC and NA peers. Pre/early-pubertal PI youth showed lower sensation-seeking, while mid/late-pubertal PI youth did not differ from other groups. PI adolescents had higher levels of conduct problems but did not differ from the other youth in depressive symptoms. In PI youth only, conduct problems were negatively correlated with risk-taking and positively correlated with sensation-seeking, while depressive symptoms were negatively correlated with both risk-taking and sensation-seeking. CONCLUSIONS Early institutional care is associated with less risk-taking and sensation-seeking during adolescence. The deprived environment of an institution likely contributes to PI youth having a preference for safe choices, which may only be partially reversed with puberty. Whether this reflects hyporesponsiveness to rewards and how it relates to psychopathology are discussed.
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Affiliation(s)
- Michelle M. Loman
- Department of Neurology, Medical College of Wisconsin, Milwaukee,
WI, USA
| | - Anna E. Johnson
- Institute of Child Development, University of Minnesota,
Minneapolis, MN, USA
| | - Karina Quevedo
- Department of Psychiatry, University of Minnesota, Minneapolis, MN,
USA
| | | | - Megan R. Gunnar
- Institute of Child Development, University of Minnesota,
Minneapolis, MN, USA
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Hawk BN, McCall RB. Perceived relationship quality in adolescents following early social-emotional deprivation. Clin Child Psychol Psychiatry 2014; 19:439-59. [PMID: 23785051 DOI: 10.1177/1359104513489978] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Children who spend their early life in social-emotionally depriving institutions have limited opportunities to engage in relationships. This early experience has been associated with many problematic behavioral outcomes; however, researchers have not frequently examined relationship quality of post-institutional adoptees, nor have they examined aspects of the adoptive family that might moderate institutionalization effects. The purpose of this study was to examine the self-reported relationship quality of 10-17-year-old children adopted into the USA from Russian institutions and to determine whether sibling characteristics (relative age, gender composition, sibling adoption status) moderate institutionalization effects. Older age at adoption was related to poorer friendship and sibling, but not mother, relationship quality. Older siblings and same-sex siblings buffered children from this negative age-at-adoption association.
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Muhamedrahimov RJ, Agarkova VV, Vershnina EA, Palmov OI, Nikiforova NV, McCall RB, Groark CJ. BEHAVIOR PROBLEMS IN CHILDREN TRANSFERRED FROM A SOCIOEMOTIONALLY DEPRIVING INSTITUTION TO ST. PETERSBURG (RUSSIAN FEDERATION) FAMILIES. Infant Ment Health J 2014; 35:111-22. [DOI: 10.1002/imhj.21435] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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McCall RB. The consequences of early institutionalization: can institutions be improved? - should they? Child Adolesc Ment Health 2013; 18:193-201. [PMID: 24273458 PMCID: PMC3833822 DOI: 10.1111/camh.12025] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/12/2012] [Indexed: 11/28/2022]
Abstract
BACKGROUND AND SCOPE The focus of this review is on institutionalized children, one of the most inequitably and severely treated groups of children. Although institutions vary, many share some common characteristics, including large groups, high children: caregiver ratios, many and changing caregivers, and caregiver-child interactions that lack warm, sensitive, contingently-responsive, and child-directed behaviors. Resident children develop poorly physically, mentally, and social-emotionally, but those adopted from institutions display substantial catch-up growth in many domains of development. If they are adopted at an early age, there have been no long-term consequences of institutionalization yet measured; but if institutionalization is prolonged, they display higher rates of long-term deficiencies and problems in many domains. METHODS This review is based on a database search of the literature, focusing on the development of children while residents, and the development of post-institutionalized children who have been transitioned from institutions to family care. It also draws on the reports and findings of the St. Petersburg-USA Orphanage Intervention. FINDINGS A combination of theories pertaining to attachment (especially caregiver attachment to the infant/toddler), chronic stress, and genetics may explain these outcomes. It appears that caregiver-child interactions are a major contributor to children's outcomes, and interventions in institutions that improve such interactions produce substantial increases in children's physical, mental, and social-emotional development, including for children with disabilities. CONCLUSIONS Deinstitutionalization and the creation of comprehensive professional child welfare systems emphasizing family care alternatives is a preferred goal, but this is likely to take many low-resource countries decades to develop. If substantial numbers of children remain in institutions despite best efforts to find families for them, improving the institutions might help to provide all the children with the best care possible under the circumstances.
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Affiliation(s)
- Robert B. McCall
- University of Pittsburgh, Office of Child Development, 400 Lexington Avenue, Pittsburgh, PN 15108, USA
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Merz EC, McCall RB, Wright AJ, Luna B. Inhibitory control and working memory in post-institutionalized children. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2013; 41:879-90. [PMID: 23519375 PMCID: PMC3708995 DOI: 10.1007/s10802-013-9737-9] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Inhibitory control and working memory were examined in post-institutionalized (PI) children adopted into United States families from Russian institutions. The PI sample originated from institutions that were less severely depriving than those represented in previous studies and approximated the level of psychosocial deprivation, which is characterized by adequate physical resources but a lack of consistent and responsive caregiving. PI children (N = 75; 29 male) ranged in age from 8-17 years (M = 12.97; SD = 3.03) and were grouped according to whether they were adopted after 14 months or before 9 months. A non-adopted comparison group (N = 133; 65 male) ranged in age from 8-17 years (M = 12.26; SD = 2.75). PI children adopted after 14 months of age displayed poorer performance on the stop-signal and spatial span tasks relative to PI children adopted before 9 months of age after controlling for age at assessment. The two PI groups did not differ in their performance on a spatial self-ordered search task. Older-adopted PI children also showed poorer spatial span task performance compared to non-adopted children, but younger-adopted PI children did not. Task performance was significantly associated with parent-rated hyperactive-impulsive behavior in everyday contexts. These findings suggest that exposure to prolonged early institutional deprivation may be linked with inhibitory control and working memory difficulties years after adoption.
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Affiliation(s)
- Emily C Merz
- Department of Psychology, University of Pittsburgh, 210 S. Bouquet Street, Pittsburgh, PA 15260, USA.
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Julian MM. Age at adoption from institutional care as a window into the lasting effects of early experiences. Clin Child Fam Psychol Rev 2013; 16:101-45. [PMID: 23576122 PMCID: PMC3739479 DOI: 10.1007/s10567-013-0130-6] [Citation(s) in RCA: 56] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
One of the major questions of human development is how early experience impacts the course of development years later. Children adopted from institutional care experience varying levels of deprivation in their early life followed by qualitatively better care in an adoptive home, providing a unique opportunity to study the lasting effects of early deprivation and its timing. The effects of age at adoption from institutional care are discussed for multiple domains of social and behavioral development within the context of several prominent developmental hypotheses about the effects of early deprivation (cumulative effects, experience-expectant developmental programming, and experience-adaptive developmental programming). Age at adoption effects are detected in a majority of studies, particularly when children experienced global deprivation and were assessed in adolescence. For most outcomes, institutionalization beyond a certain age is associated with a step-like increase in risk for lasting social and behavioral problems, with the step occurring at an earlier age for children who experienced more severe levels of deprivation. Findings are discussed in terms of their concordance and discordance with our current hypotheses, and speculative explanations for the findings are offered.
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Affiliation(s)
- Megan M Julian
- Office of Child Development, University of Pittsburgh, 400 N. Lexington Ave., Pittsburgh, PA 15208, USA.
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McDermott JM, Troller-Renfree S, Vanderwert R, Nelson CA, Zeanah CH, Fox NA. Psychosocial deprivation, executive functions, and the emergence of socio-emotional behavior problems. Front Hum Neurosci 2013; 7:167. [PMID: 23675333 PMCID: PMC3650621 DOI: 10.3389/fnhum.2013.00167] [Citation(s) in RCA: 72] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2013] [Accepted: 04/16/2013] [Indexed: 11/17/2022] Open
Abstract
Early psychosocial deprivation can negatively impact the development of executive functions (EFs). Here we explore the impact of early psychosocial deprivation on behavioral and physiological measures (i.e., event-related potentials; ERPs) of two facets of EF, inhibitory control and response monitoring, and their associations with internalizing and externalizing outcomes in the Bucharest Early Intervention Project (BEIP; Zeanah et al., 2003). This project focuses on two groups of children placed in institutions shortly after birth and then randomly assigned in infancy to either a foster care intervention or to remain in their current institutional setting. A group of community controls was recruited for comparison. The current study assesses these children at 8-years of age examining the effects of early adversity, the potential effects of the intervention on EF and the role of EF skills in socio-emotional outcomes. Results reveal exposure to early psychosocial deprivation was associated with impaired inhibitory control on a flanker task. Children in the foster care intervention exhibited better response monitoring compared to children who remained in the institution on the error-related positivity (Pe). Moreover, among children in the foster care intervention those who exhibited larger error-related negativity (ERN) responses had lower levels of socio-emotional behavior problems. Overall, these data identify specific aspects of EF that contribute to adaptive and maladaptive socio-emotional outcomes among children experiencing early psychosocial deprivation.
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Merz EC, McCall RB, Groza V. Parent-reported executive functioning in postinstitutionalized children: a follow-up study. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2013; 42:726-33. [PMID: 23413815 DOI: 10.1080/15374416.2013.764826] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
This study compared parent-rated executive functioning (EF) in 6- to 18-year-old children adopted from psychosocially depriving institutions to that in children adopted from severely or "globally" depriving institutions. Individual continuity in EF over 2 years was examined in children adopted from psychosocially depriving institutions. There were 471 children adopted from psychosocially depriving Russian institutions that provided adequate physical resources but failed to provide a consistent set of responsive caregivers. There were 111 children adopted in the early 1990s from globally depriving Romanian institutions that were characterized by physical deprivation as well as profound psychosocial neglect. Adoptive parents completed a background questionnaire and the Behavior Rating Inventory of Executive Function (BRIEF). Children adopted from globally depriving institutions had significantly higher levels of EF difficulties than children adopted from psychosocially depriving institutions. For both groups, adoption after 18 months of age was associated with higher levels of EF difficulties. Children adopted from globally depriving institutions had higher levels of EF difficulties than the BRIEF standardization sample at younger ages at adoption. There was moderate to strong continuity in EF difficulties over 2 years in children adopted from psychosocially depriving institutions. These findings suggest that more severe early deprivation may lead to a higher risk of later EF difficulties, which may persist over time.
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Affiliation(s)
- Emily C Merz
- a Department of Psychology , University of Pittsburgh
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Hawk BN, Wright A, Julian MM, Rosas JM, Merz EC, McCall RB. Potential Selective Responding in a Parent Questionnaire Study of Post-Institutionalized Children. ADOPTION QUARTERLY 2013; 16:97-107. [PMID: 23710124 PMCID: PMC3661286 DOI: 10.1080/10926755.2013.787481] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Selective responding bias, though under-researched, is of particular concern in the study of post-institutionalized children because many studies rely on mailed questionnaires and response rates are often low. The current study addresses the impact of selective responding in a single wave of data collection and in a multi-wave study. Participants were 121 parents from a larger four-wave study of post-institutionalized children, identified as Never Responders, Previous Responders (but not to the current wave), or Wave 4 Responders. Parents were telephoned and asked about their adopted child's family, school, peer, and behavioral adjustment. The children (47% male) ranged in age from 2 to 20 years (M = 10.79, SD = 4.59) and had been adopted between 5 and 54 months of age (M = 15.49, SD = 9.94). There were no differences in parent ratings of adjustment for a single wave of data collection; however, participants who never responded reported poorer family and peer adjustment than those who had responded to at least one wave of data collection. Within a single wave of data collection, there was no evidence that selective responding contributes much bias. Over a multi-wave study, however, results may under-represent adjustment difficulties, especially with family and friends.
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Affiliation(s)
- Brandi N Hawk
- University of Pittsburgh, Office of Child Development, Pittsburgh, PA, USA
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Associations between early life adversity and executive function in children adopted internationally from orphanages. Proc Natl Acad Sci U S A 2012; 109 Suppl 2:17208-12. [PMID: 23047689 DOI: 10.1073/pnas.1121246109] [Citation(s) in RCA: 163] [Impact Index Per Article: 13.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022] Open
Abstract
Executive function (EF) abilities are increasingly recognized as an important protective factor for children experiencing adversity, promoting better stress and emotion regulation as well as social and academic adjustment. We provide evidence that early life adversity is associated with significant reductions in EF performance on a developmentally sensitive battery of laboratory EF tasks that measured cognitive flexibility, working memory, and inhibitory control. Animal models also suggest that early adversity has a negative impact on the development of prefrontal cortex-based cognitive functions. In this study, we report EF performance 1 y after adoption in 2.5- to 4-y-old children who had experienced institutional care in orphanages overseas compared with a group of age-matched nonadopted children. To our knowledge, this is the youngest age and the soonest after adoption that reduced EF performance has been shown using laboratory measures in this population. EF reductions in performance were significant above and beyond differences in intelligence quotient. Within the adopted sample, current EF was associated with measures of early deprivation after controlling for intelligence quotient, with less time spent in the birth family before placement in an institution and lower quality of physical/social care in institutions predicting poorer performance on the EF battery.
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Dahmen B, Pütz V, Herpertz-Dahlmann B, Konrad K. Early pathogenic care and the development of ADHD-like symptoms. J Neural Transm (Vienna) 2012; 119:1023-36. [PMID: 22661337 DOI: 10.1007/s00702-012-0809-8] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2012] [Accepted: 04/16/2012] [Indexed: 01/09/2023]
Abstract
Early pathogenic care that is characterised by disregard for the child's basic emotional needs can lead to severe global psychosocial and cognitive dysfunction and deviant developmental trajectories of brain maturation. Reactive attachment disorder (RAD) is a developmental disorder associated with early pathogenic care that is characterised by markedly disturbed ways of relating socially in most contexts. In addition to other severe emotional dysfunctions, children suffering from RAD often display a high number of comorbid attention deficit/hyperactivity disorder (ADHD) symptoms such as inattention, impulsivity and hyperactivity. It is not yet clear whether ADHD-like symptoms in children exposed to pathogenic care represent a true comorbidity of ADHD or similarities in behavioural dysfunction with a different neurodevelopmental pathway in terms of a phenocopy. In this review, we summarise the findings on the neurobiological consequences of early pathogenic care. Pathogenic care is considered a form of care by a primary caretaker involving a lack or a loss of expectable care, e.g., by early separation, frequent change in caregivers, institutionalisation or neglect. The reviewed studies suggest that a primary dysfunction of limbic brain circuits after early pathogenic care might lead to an interference by motivational or emotional cues impinging on prefrontal executive functions resulting in behavioural similarities with ADHD. Thus, the complex phenotype observed after early pathogenic care might be best described by a dimensional approach with behavioural and neurobiological similarities to ADHD coinciding to a certain degree as a function of early experience. Based on this evidence, suggestions for the treatment of ADHD-like symptoms in children after adverse early life experiences are provided.
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Affiliation(s)
- Brigitte Dahmen
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, RWTH Aachen University, Neuenhofer Weg 21, 52074 Aachen, Germany.
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McDermott JM, Westerlund A, Zeanah CH, Nelson CA, Fox NA. Early adversity and neural correlates of executive function: implications for academic adjustment. Dev Cogn Neurosci 2012; 2 Suppl 1:S59-66. [PMID: 22682911 PMCID: PMC3408020 DOI: 10.1016/j.dcn.2011.09.008] [Citation(s) in RCA: 81] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2011] [Revised: 08/27/2011] [Accepted: 09/22/2011] [Indexed: 10/16/2022] Open
Abstract
Early adversity can negatively impact the development of cognitive functions, although little is known about whether such effects can be remediated later in life. The current study examined one facet of executive functioning - inhibitory control - among children who experienced institutional care and explored the impact of a foster care intervention within the context of the Bucharest Early Intervention Project (BEIP). Specifically, a go/nogo task was administered when children were eight years old and behavioral and event-related potential (ERP) measures were collected. Results revealed that children assigned to care as usual (i.e. institutional care) were less accurate and exhibited slower neural responses compared to children assigned to the foster care intervention and children who had never been institutionalized. However, children in both the care as usual and foster care groups exhibited diminished attention processing of nogo cues as assessed via P300 amplitude. Foster care children also showed differential reactivity between correct and error responses via the error-related negativity (ERN) as compared to children in the care as usual group. Combined, the results highlight perturbations in neural sources of behavioral and attention problems among children experiencing early adversity. Potential implications for academic adjustment in at risk children are discussed.
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Affiliation(s)
- Jennifer M McDermott
- Department of Psychology, Tobin Hall, University of Massachusetts-Amherst, Amherst, MA 01003, United States.
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McCall RB. Research, Practice, and Policy Perspectives on Issues of Children without Permanent Parental Care. Monogr Soc Res Child Dev 2011; 76:223-272. [PMID: 25018566 PMCID: PMC4088358 DOI: 10.1111/j.1540-5834.2011.00634.x] [Citation(s) in RCA: 59] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
This chapter presents conclusions, trends, conceptual analyses, hypotheses, and speculations regarding some fundamental issues of research, practice, and policy that are largely unsettled or controversial. As such, the chapter is not a summary of Chapters 1-8, but rather contains interpretations and opinions of the author intended to elevate the priority of certain issues, suggest hypotheses to be studied, and propose practice and policy steps to be considered.
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McCall RB. Research, Practice, and Policy Perspectives on Issues of Children without Permanent Parental Care. Monogr Soc Res Child Dev 2011. [PMID: 25018566 DOI: 10.1111/j.1540–5834.2011.00634.x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This chapter presents conclusions, trends, conceptual analyses, hypotheses, and speculations regarding some fundamental issues of research, practice, and policy that are largely unsettled or controversial. As such, the chapter is not a summary of Chapters 1-8, but rather contains interpretations and opinions of the author intended to elevate the priority of certain issues, suggest hypotheses to be studied, and propose practice and policy steps to be considered.
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Abstract
This chapter reviews sensitive periods in human brain development based on the literature on children raised in institutions. Sensitive experiences occur when experiences are uniquely influential for the development of neural circuitry. Because in humans, we make inferences about sensitive periods from evaluations of complex behaviors, we underestimate the occurrence of sensitive periods at the level of neural circuitry. Although we are most interested in complex behaviors, such as IQ or attachment or externalizing problems, many different sensitive periods at the level of circuits probably underlie these complex behaviors. Results from a number of studies suggest that across most, but not all, domains of development, institutional rearing limited to the first 4-6 months of life is associated with no significant increase risk for long-term adverse effects relative to non-institutionalized children. Beyond that, evidence for sensitive periods is less compelling, meaning that "the earlier the better" rule for enhanced caregiving is a reasonable conclusion at the current state of the science.
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Abstract
This chapter reviews sensitive periods in human brain development based on the literature on children raised in institutions. Sensitive experiences occur when experiences are uniquely influential for the development of neural circuitry. Because in humans, we make inferences about sensitive periods from evaluations of complex behaviors, we underestimate the occurrence of sensitive periods at the level of neural circuitry. Although we are most interested in complex behaviors, such as IQ or attachment or externalizing problems, many different sensitive periods at the level of circuits probably underlie these complex behaviors. Results from a number of studies suggest that across most, but not all, domains of development, institutional rearing limited to the first 4-6 months of life is associated with no significant increase risk for long-term adverse effects relative to non-institutionalized children. Beyond that, evidence for sensitive periods is less compelling, meaning that "the earlier the better" rule for enhanced caregiving is a reasonable conclusion at the current state of the science.
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