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Zheng S, LeWinn K, Ceja T, Hanna-Attisha M, O'Connell L, Bishop S. Adaptive Behavior as an Alternative Outcome to Intelligence Quotient in Studies of Children at Risk: A Study of Preschool-Aged Children in Flint, MI, USA. Front Psychol 2021; 12:692330. [PMID: 34456806 PMCID: PMC8385490 DOI: 10.3389/fpsyg.2021.692330] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Accepted: 07/09/2021] [Indexed: 11/18/2022] Open
Abstract
Intelligence quotient (IQ) is commonly measured in child development studies, while adaptive behavior is less frequently considered. Given its associations with functional outcomes in children with neurodevelopmental disabilities, adaptive behavior may be a useful outcome in general population samples, as well. This study aimed to compare social and environmental correlates of adaptive behavior vs. IQ in a sample of preschoolers exposed to the Flint water crisis (N = 184). Mother-child dyads were recruited from the community and administered a comprehensive battery to obtain information about child neurodevelopmental functioning, including direct assessment of IQ via the Wechsler Preschool and Primary Scale of Intelligence and assessment of parent-reported adaptive functioning via the Vineland Adaptive Behavior Scales. Multiple social environmental factors were explored as potential correlates of child outcomes (i.e., IQ and adaptive behavior), and robust correlates were identified using a data-driven approach [i.e., least absolute shrinkage and selection operator (LASSO) regression]. We then examined associations between the LASSO-selected predictors and IQ and adaptive behavior while controlling for child age, child sex, and maternal age. Children in this sample showed relative strength in adaptive behaviors, with scores in the adequate range, while average IQs fell in the low-average range. Adaptive behavior was significantly associated with maternal nurturance practices, while IQ was associated with the maternal education level. Implications for the use of adaptive behavior as an outcome measure in studies of children at an increased risk for neurodevelopmental problems are discussed.
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Affiliation(s)
- Shuting Zheng
- Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
| | - Kaja LeWinn
- Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
| | - Tiffany Ceja
- Division of Public Health, Pediatric Public Health Initiative, Michigan State University, Flint, MI, United States
| | - Mona Hanna-Attisha
- Division of Public Health, Pediatric Public Health Initiative, Michigan State University, Flint, MI, United States
- Department of Pediatrics and Human Development, Michigan State University, East Lansing, MI, United States
| | - Lauren O'Connell
- Division of Public Health, Pediatric Public Health Initiative, Michigan State University, Flint, MI, United States
- Department of Pediatrics and Human Development, Michigan State University, East Lansing, MI, United States
| | - Somer Bishop
- Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
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Davis DW, Logsdon MC, Myers J, Ryan L, Evanow K, Hancock M. Development and Initial Testing of the Parent Beliefs about Early Childhood Social-Emotional Development Instrument. Arch Psychiatr Nurs 2016; 30:492-6. [PMID: 27455924 DOI: 10.1016/j.apnu.2016.01.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/01/2015] [Revised: 09/11/2015] [Accepted: 01/17/2016] [Indexed: 10/22/2022]
Abstract
BACKGROUND No instrument exists to measure parent beliefs about early social-emotional development, which is foundational for child outcomes. We developed and tested an instrument to measure parent beliefs. METHODS Positive parenting was defined from the literature and 84 items were developed based on the theory of planned behavior (TPB). The instrument was tested with mothers (N=200) from the United States. RESULTS Data support our initial supposition of five factors based upon the TPB, which accounted for 65.5% of the total variance. CONCLUSION The instrument demonstrates strong initial psychometric properties and is ready for further testing.
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Affiliation(s)
- Deborah Winders Davis
- Department of Pediatrics, School of Medicine, University of Louisville, Louisville, KY.
| | - M Cynthia Logsdon
- School of Nursing, University of Louisville, Louisville, KY; University of Louisville Hospital, Kentucky One Health, Louisville, KY.
| | - John Myers
- Department of Pediatrics, School of Medicine, University of Louisville, Louisville, KY.
| | - Lesa Ryan
- Department of Pediatrics, School of Medicine, University of Louisville, Louisville, KY.
| | - Kyle Evanow
- University of Louisville Hospital, Kentucky One Health, Louisville, KY.
| | - Melissa Hancock
- Department of Pediatrics, School of Medicine, University of Louisville, Louisville, KY.
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Bradley RH. Constructing and Adapting Causal and Formative Measures of Family Settings: The HOME Inventory as Illustration. JOURNAL OF FAMILY THEORY & REVIEW 2015; 7:381-414. [PMID: 26997978 PMCID: PMC4795993 DOI: 10.1111/jftr.12108] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/11/2014] [Accepted: 02/04/2015] [Indexed: 06/05/2023]
Abstract
Measures of the home environment are frequently used in studies of children's development. This review provides information on indices composed of causal and formative indicators (the kind of indicators often used to capture salient aspects of family environments) and to suggest approaches that may be useful in constructing such measures for diverse populations. The HOME Inventory is used to illustrate challenges scholars face in determining what to include in useful measures of family settings. To that end, a cross-cultural review of research on relations among HOME, family context, and child outcomes is presented. The end of the review offers a plan for how best to further research on relations between the home environment and child development for diverse populations.
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Lugo-Gil J, Tamis-LeMonda CS. Family resources and parenting quality: links to children's cognitive development across the first 3 years. Child Dev 2008; 79:1065-85. [PMID: 18717907 DOI: 10.1111/j.1467-8624.2008.01176.x] [Citation(s) in RCA: 140] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Reciprocal associations among measures of family resources, parenting quality, and child cognitive performance were investigated in an ethnically diverse, low-income sample of 2,089 children and families. Family resources and parenting quality uniquely contributed to children's cognitive performance at 14, 24, and 36 months, and parenting quality mediated the effects of family resources on children's performance at all ages. Parenting quality continued to relate to children's cognitive performance at 24 and 36 months after controlling for earlier measures of parenting quality, family resources, and child performance. Similarly, children's early cognitive performance related to later parenting quality above other measures in the model. Findings merge economic and developmental theories by highlighting reciprocal influences among children's performance, parenting, and family resources over time.
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Affiliation(s)
- Julieta Lugo-Gil
- Department of Applied Psychology, New York University, 239 Greene Street, 5th Floor, New York, NY 10003, USA.
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Landry SH, Swank P, Stuebing K, Prasad M, Ewing-Cobbs L. Social competence in young children with inflicted traumatic brain injury. Dev Neuropsychol 2005; 26:707-33. [PMID: 15525566 DOI: 10.1207/s15326942dn2603_4] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
As infants develop skills that allow for increasing independence in social and cognitive domains, they acquire the ability to identify goals, sequence behaviors to carry out goals, and to flexibly use strategies for attaining goals in both social and independent play contexts. Little is known about how brain injury in young children may disrupt the precursors to such executive processes. In this study, we examined social and cognitive competence in 25 infants ages 3 to 23 months who sustained moderate to severe traumatic brain injury (TBI) secondary to physical abuse and in 22 healthy community comparison children. Children with TBI were evaluated an average of 1.6 months after the injury. A toy-centered activity with the examiner was used to capture joint attention and social behavior and an exploratory toy play situation was used to measure independent goal-directed play. The inflicted TBI group showed significant reduction in both social and cognitive domains relative to the comparison group. Canonical correlation analyses disclosed that inflicted TBI was associated with reduction in (a) initiation of social interactions, (b) responsiveness to interactions initiated by the examiner, (c) positive affect, and (d) compliance. The groups performed comparably on indexes of gestural and verbal communication and for the occurrence of negative affect. Joint attention was an area of vulnerability for the TBI group in both social initiation and response contexts. Although general cognitive and motor scores were lower in the inflicted TBI group, the complexity of independent toy play did not differ across groups. Early brain injury causes significant disruption in behaviors regulating initiation and responsiveness in social contexts. Longitudinal follow-up will characterize the long-term consequences of early disruption in joint attention and other behaviors on the development of social and cognitive precursors to executive processes.
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Affiliation(s)
- Susan H Landry
- Division of Developmental Pediatrics, University of Texas Health Science Center at Houston, 77030, USA.
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Pevalin DJ, Wade TJ, Brannigan A. Parental assessment of early childhood development: biological and social covariates. INFANT AND CHILD DEVELOPMENT 2003. [DOI: 10.1002/icd.285] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Gertner S, Greenbaum CW, Sadeh A, Dolfin Z, Sirota L, Ben-Nun Y. Sleep-wake patterns in preterm infants and 6 month's home environment: implications for early cognitive development. Early Hum Dev 2002; 68:93-102. [PMID: 12113995 DOI: 10.1016/s0378-3782(02)00018-x] [Citation(s) in RCA: 72] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
AIMS This study examined the relationship between early organization of sleep-wake states and developmental outcome at 6-month-old premature infants. STUDY DESIGN This was a prospective randomized study that evaluated the sleep-wake states of healthy premature infants in the nursery environment for two successive 72-h periods, at 32 and 36 weeks gestational age. SUBJECTS Thirty-four healthy premature infants. OUTCOME MEASURES Three sleep-wake parameters: percent of quiet sleep, activity level and total amount of sleep, were studied with miniature activity monitors attached to the infant's ankles. The rearing environments of the infants were also assessed at 6 months of age, using the HOME Inventory. Finally, child developmental status was recorded by means of the Mental Development Index (MDI) of the Bayley Scales for Infant Development, at a chronological age of 6 months. RESULTS Lower total time spent in night sleep, higher mean level of night activity level, and a later rich home environment were all predictive of higher Bayley scores (MDI) at a chronological age of 6 months. Regression analysis indicated that early biological maturity was more strongly related to the child's developmental status than later home environment, although both contributed to the prediction. CONCLUSIONS These results suggest that biological factors may be significant predictors early in development, whereas the impact of environmental influences increases with development.
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Affiliation(s)
- Smadar Gertner
- Meir Medical Center, The Department of Child Development and Neuro-Pediatrics, Kfar-Saba 44281, Israel
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Argys LM, Peters HE, Brooks-Gunn J, Smith JR. The impact of child support on cognitive outcomes of young children. Demography 1998. [DOI: 10.2307/3004049] [Citation(s) in RCA: 84] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
Abstract
We use the National Longitudinal Survey of Youth-Child data to address three questions. First, does the receipt of child support have beneficial effects for children with absent fathers apart from increasing income? Second, do the effects of child support differ when child-support awards and payments are made cooperatively as opposed to being court ordered? Third, are any positive effects of child support solely a product of unmeasured differences among fathers and families? Controlling for the socioeconomic characteristics of the child and family, we find some evidence that receipt of child support has a positive impact on children’s cognitive test scores over and above its contribution to total income. However, the effects vary by test, by race, and by reason for Father’s absence. Our results also indicate that the distinction between cooperative and noncooperative awards is important. Finally, our instrumental variables estimates show that the effects of child support persist after we control for unobserved characteristics of fathers and families.
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Affiliation(s)
- Laura M. Argys
- Department of Economics, University of Colorado-Denver, P.O. Box 173364, Denver, CO 80217-3364
| | | | - Jeanne Brooks-Gunn
- Center for the Study of Children and Families, Teachers College, Columbia University, Columbia, USA
| | - Judith R. Smith
- Graduate School of Social Services, Fordham University and Center for the Study of Children and Families, Teachers College, Columbia University, Columbia, USA
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