Anne B Arnett, Martín Antúnez, Charles Zeanah, Nathan A Fox, Charles A Nelson
Background: Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental outcome among children with a history of early institutional care. Prior research on institutionalized children suggested that accelerated physical growth in childhood is a risk factor for ADHD outcomes.
Methods: The current study examined physical and neurophysiological growth trajectories among institutionalized children randomized to foster care treatment (n = 59) or care as usual (n = 54), and never institutionalized children (n = 64) enrolled in the Bucharest Early Intervention Project (NCT00747396, clinicaltrials.gov). Participants completed physical and electroencephalography (EEG) assessments at six time points from infancy through adolescence, as well as structured diagnostic interviews at the 54-month and 12-year time points. A series of multilevel growth models and cross-lagged path models were estimated to examine associations among physical and neurophysiological maturation, treatment group, age of foster care placement, and ADHD diagnostic outcomes.
Results: Twenty-seven percent of the institutionalized children met research criteria for ADHD at one or both time points. Slowed, prolonged growth of height and head circumference were associated with both ADHD and delayed foster care placement. Placement in foster care versus care as usual, but not ADHD, was associated with maturation of the peak alpha frequency. Among children randomized to foster care, average theta-beta ratio was lower among those with ADHD. There was no evidence that rapid physical maturation led to atypical cortical activity.
Conclusions: Delayed, prolonged physical growth and atypical neurophysiology from infancy through adolescence is associated with ADHD among institutionalized children, over and above the protective effects of foster care.
{"title":"Physical and neurophysiological maturation associated with ADHD among previously institutionalized children: a randomized controlled trial.","authors":"Anne B Arnett, Martín Antúnez, Charles Zeanah, Nathan A Fox, Charles A Nelson","doi":"10.1111/jcpp.14110","DOIUrl":"https://doi.org/10.1111/jcpp.14110","url":null,"abstract":"<p><strong>Background: </strong>Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental outcome among children with a history of early institutional care. Prior research on institutionalized children suggested that accelerated physical growth in childhood is a risk factor for ADHD outcomes.</p><p><strong>Methods: </strong>The current study examined physical and neurophysiological growth trajectories among institutionalized children randomized to foster care treatment (n = 59) or care as usual (n = 54), and never institutionalized children (n = 64) enrolled in the Bucharest Early Intervention Project (NCT00747396, clinicaltrials.gov). Participants completed physical and electroencephalography (EEG) assessments at six time points from infancy through adolescence, as well as structured diagnostic interviews at the 54-month and 12-year time points. A series of multilevel growth models and cross-lagged path models were estimated to examine associations among physical and neurophysiological maturation, treatment group, age of foster care placement, and ADHD diagnostic outcomes.</p><p><strong>Results: </strong>Twenty-seven percent of the institutionalized children met research criteria for ADHD at one or both time points. Slowed, prolonged growth of height and head circumference were associated with both ADHD and delayed foster care placement. Placement in foster care versus care as usual, but not ADHD, was associated with maturation of the peak alpha frequency. Among children randomized to foster care, average theta-beta ratio was lower among those with ADHD. There was no evidence that rapid physical maturation led to atypical cortical activity.</p><p><strong>Conclusions: </strong>Delayed, prolonged physical growth and atypical neurophysiology from infancy through adolescence is associated with ADHD among institutionalized children, over and above the protective effects of foster care.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142963225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kapil Sayal, Laura Wyatt, Christopher Partlett, Colleen Ewart, Anupam Bhardwaj, Bernadka Dubicka, Tamsin Marshall, Julia Gledhill, Alexandra Lang, Kirsty Sprange, Louise Thomson, Sebastian Moody, Grace Holt, Helen Bould, Clare Upton, Matthew Keane, Edward Cox, Marilyn James, Alan Montgomery
BackgroundStandardised Diagnostic Assessment tools, such as the Development and Well‐Being Assessment (DAWBA), may aid detection and diagnosis of emotional disorders but there is limited real‐world evidence of their clinical or cost effectiveness.MethodsWe conducted a multicentre, two‐arm parallel group randomised controlled trial in eight large National Health Service Trusts in England providing multidisciplinary specialist Child and Adolescent Mental Health Services (CAMHS). Participants (5–17 year‐olds with emotional difficulties referred to CAMHS) were randomly assigned (1:1), following referral receipt, to either receive the DAWBA and assessment‐as‐usual (intervention group) or assessment‐as‐usual (control group). Data were self‐reported by participants (parents and/or young person, depending on age) at baseline, 6‐ and 12‐month post‐randomisation and collected from clinical records up to 18 months post‐randomisation. The primary outcome was a clinician‐made diagnosis decision about the presence of an emotional disorder within 12 months of randomisation. Trial registration: ISRCTN15748675.ResultsIn total, 1,225 children and young people (58% female sex) were randomised (615 intervention; 610 control). Adherence to the intervention (full/partial completion) was 80% (494/615). At 12 months, 68 (11%) participants in the intervention group received an emotional disorder diagnosis versus 72 (12%) in the control group (adjusted risk ratio (RR) 0.94 [95% CI 0.70, 1.28]). The intervention was not cost effective. There was no evidence of any differences between groups for service‐related or participant‐reported secondary outcomes, for example, CAMHS acceptance of the index referral (intervention 277 (45%) versus control 262 (43%); RR: 1.06 [95% CI: 0.94, 1.19]) was similar between groups.ConclusionsAs delivered in this pragmatic trial, we found no evidence for the effectiveness or cost effectiveness of using a Standardised Diagnostic Assessment tool in aiding the detection of emotional disorders or clinical outcomes in clinically referred children and young people. Despite regular efforts to encourage clinicians to view the DAWBA report and consider its findings as part of assessment and diagnosis, we did not collect data on usage and therefore cannot confirm the extent to which clinicians did this. As a pragmatic trial that aimed to test the effectiveness of incorporating the DAWBA into usual practice and clinical care, our study found that, in the format as delivered in this trial, there was no impact on diagnosis or clinical outcomes.
{"title":"The clinical and cost effectiveness of a STAndardised DIagnostic Assessment for children and adolescents with emotional difficulties: the STADIA multi‐centre randomised controlled trial","authors":"Kapil Sayal, Laura Wyatt, Christopher Partlett, Colleen Ewart, Anupam Bhardwaj, Bernadka Dubicka, Tamsin Marshall, Julia Gledhill, Alexandra Lang, Kirsty Sprange, Louise Thomson, Sebastian Moody, Grace Holt, Helen Bould, Clare Upton, Matthew Keane, Edward Cox, Marilyn James, Alan Montgomery","doi":"10.1111/jcpp.14090","DOIUrl":"https://doi.org/10.1111/jcpp.14090","url":null,"abstract":"BackgroundStandardised Diagnostic Assessment tools, such as the Development and Well‐Being Assessment (DAWBA), may aid detection and diagnosis of emotional disorders but there is limited real‐world evidence of their clinical or cost effectiveness.MethodsWe conducted a multicentre, two‐arm parallel group randomised controlled trial in eight large National Health Service Trusts in England providing multidisciplinary specialist Child and Adolescent Mental Health Services (CAMHS). Participants (5–17 year‐olds with emotional difficulties referred to CAMHS) were randomly assigned (1:1), following referral receipt, to either receive the DAWBA and assessment‐as‐usual (intervention group) or assessment‐as‐usual (control group). Data were self‐reported by participants (parents and/or young person, depending on age) at baseline, 6‐ and 12‐month post‐randomisation and collected from clinical records up to 18 months post‐randomisation. The primary outcome was a clinician‐made diagnosis decision about the presence of an emotional disorder within 12 months of randomisation. Trial registration: ISRCTN15748675.ResultsIn total, 1,225 children and young people (58% female sex) were randomised (615 intervention; 610 control). Adherence to the intervention (full/partial completion) was 80% (494/615). At 12 months, 68 (11%) participants in the intervention group received an emotional disorder diagnosis versus 72 (12%) in the control group (adjusted risk ratio (RR) 0.94 [95% CI 0.70, 1.28]). The intervention was not cost effective. There was no evidence of any differences between groups for service‐related or participant‐reported secondary outcomes, for example, CAMHS acceptance of the index referral (intervention 277 (45%) versus control 262 (43%); RR: 1.06 [95% CI: 0.94, 1.19]) was similar between groups.ConclusionsAs delivered in this pragmatic trial, we found no evidence for the effectiveness or cost effectiveness of using a Standardised Diagnostic Assessment tool in aiding the detection of emotional disorders or clinical outcomes in clinically referred children and young people. Despite regular efforts to encourage clinicians to view the DAWBA report and consider its findings as part of assessment and diagnosis, we did not collect data on usage and therefore cannot confirm the extent to which clinicians did this. As a pragmatic trial that aimed to test the effectiveness of incorporating the DAWBA into usual practice and clinical care, our study found that, in the format as delivered in this trial, there was no impact on diagnosis or clinical outcomes.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"28 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142936336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder in childhood, characterized by symptoms of inattention, hyperactivity, and impulsivity. Impaired inhibitory control is observed in the majority of individuals with ADHD. Understanding the relationship between inhibitory control and the developmental trajectory of ADHD is essential for informing clinical prognosis and guiding early interventions.
Methods: We utilized Latent Growth Curve Modeling (LGCM) to map the developmental course of ADHD symptoms using data from the Adolescent Brain Cognitive Development study. Concurrently, we examined the longitudinal correlation between inhibitory control and ADHD symptoms at corresponding time points. Additionally, a Bivariate Latent Change Score Model (BLCSM) was employed to investigate the relationship between changes in inhibitory control and ADHD symptoms. We also integrated Polygenic Risk Scores (PRS) into the LGCM as predictors to explore the impact of genetic factors associated with inhibitory control and ADHD on the trajectory of ADHD symptoms.
Results: The LGCM analysis demonstrated that baseline inhibitory control influenced both the initial state and the rate of change of ADHD symptoms. Inhibitory control exhibited both concurrent and prospective associations with ADHD symptoms. Notably, the BLCSM revealed that changes in inhibitory control could predict future changes in ADHD symptoms, and vice versa. Dynamic changes in inhibitory control were found to affect future changes in ADHD symptoms. Additionally, the PRS for inhibitory control and ADHD were significantly linked to the initial state and rate of change of ADHD symptoms.
Conclusions: Our findings underscore a sustained correlation between inhibitory control and ADHD symptoms, highlighting the critical association between inhibitory control and the developmental trajectory of ADHD in children. Furthermore, the predictive value of inhibitory control for ADHD suggests a new avenue for early intervention, potentially improving the prognosis for ADHD patients.
{"title":"The trajectory of attention deficit hyperactivity disorder symptoms and its dynamic relationship with inhibitory control.","authors":"Tao Pang, Li Yang, Yuxin Liu, Suhua Chang","doi":"10.1111/jcpp.14112","DOIUrl":"https://doi.org/10.1111/jcpp.14112","url":null,"abstract":"<p><strong>Background: </strong>Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder in childhood, characterized by symptoms of inattention, hyperactivity, and impulsivity. Impaired inhibitory control is observed in the majority of individuals with ADHD. Understanding the relationship between inhibitory control and the developmental trajectory of ADHD is essential for informing clinical prognosis and guiding early interventions.</p><p><strong>Methods: </strong>We utilized Latent Growth Curve Modeling (LGCM) to map the developmental course of ADHD symptoms using data from the Adolescent Brain Cognitive Development study. Concurrently, we examined the longitudinal correlation between inhibitory control and ADHD symptoms at corresponding time points. Additionally, a Bivariate Latent Change Score Model (BLCSM) was employed to investigate the relationship between changes in inhibitory control and ADHD symptoms. We also integrated Polygenic Risk Scores (PRS) into the LGCM as predictors to explore the impact of genetic factors associated with inhibitory control and ADHD on the trajectory of ADHD symptoms.</p><p><strong>Results: </strong>The LGCM analysis demonstrated that baseline inhibitory control influenced both the initial state and the rate of change of ADHD symptoms. Inhibitory control exhibited both concurrent and prospective associations with ADHD symptoms. Notably, the BLCSM revealed that changes in inhibitory control could predict future changes in ADHD symptoms, and vice versa. Dynamic changes in inhibitory control were found to affect future changes in ADHD symptoms. Additionally, the PRS for inhibitory control and ADHD were significantly linked to the initial state and rate of change of ADHD symptoms.</p><p><strong>Conclusions: </strong>Our findings underscore a sustained correlation between inhibitory control and ADHD symptoms, highlighting the critical association between inhibitory control and the developmental trajectory of ADHD in children. Furthermore, the predictive value of inhibitory control for ADHD suggests a new avenue for early intervention, potentially improving the prognosis for ADHD patients.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142930004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Psychosis in children and adolescents has been studied on a spectrum from (common) psychotic experiences to (rare) early‐onset schizophrenia spectrum disorders. This research review looks at the state‐of‐the‐art for research across the psychosis spectrum, from evidence on psychotic experiences in community and clinical samples of children and adolescents to findings from psychosis risk syndrome research, to evidence on early‐onset psychotic disorders. The review also looks at new opportunities to capture psychosis risk in childhood and adolescence, including opportunities for early intervention, identifies important unanswered questions, and points to future directions for prevention research.
{"title":"Annual Research Review: Psychosis in children and adolescents: key updates from the past 2 decades on psychotic disorders, psychotic experiences, and psychosis risk","authors":"Ian Kelleher","doi":"10.1111/jcpp.14088","DOIUrl":"https://doi.org/10.1111/jcpp.14088","url":null,"abstract":"Psychosis in children and adolescents has been studied on a spectrum from (common) psychotic experiences to (rare) early‐onset schizophrenia spectrum disorders. This research review looks at the state‐of‐the‐art for research across the psychosis spectrum, from evidence on psychotic experiences in community and clinical samples of children and adolescents to findings from psychosis risk syndrome research, to evidence on early‐onset psychotic disorders. The review also looks at new opportunities to capture psychosis risk in childhood and adolescence, including opportunities for early intervention, identifies important unanswered questions, and points to future directions for prevention research.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"203 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142925082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
BackgroundMore research is needed to understand psychopathology among parents of children with mental disorders in the years before and after the child is diagnosed. Here, we estimated the risk of mental disorders and psychotropic medication use in parents of children with versus without mental disorders and the temporal associations between child and parental psychopathology.MethodsWe conducted a population‐based matched cohort study using Danish register data. The study population included child–parent pairs of all children diagnosed with a mental disorder of interest (attention‐deficit/hyperactivity disorder, autism spectrum disorder, intellectual disability, anxiety disorder, mood disorder, eating disorder, substance use disorder, and schizophrenia spectrum disorder) by 18 years of age during the period 1999–2014 and a matched reference population. Each child with a diagnosis was matched to 10 children of the same sex and birth year who had not been diagnosed with the mental disorder of interest. For all parents, we estimated the yearly incidence proportion of parental mental disorders and prescriptions for psychotropic medications 4 years before and after the child's diagnosis.ResultsWe observed a substantially increased risk of mental disorders and psychotropic medication use among parents of children with a mental disorder, compared to the reference population. On average, parents of children with a diagnosis had twice the odds of mood disorders, anxiety disorders, and prescriptions for anti‐depressants and anti‐psychotics. The incidence of mood and anxiety disorders peaked in the 1–2 years before and after the child's diagnosis. The incidence of parental prescriptions for psychotropic medications (particularly anti‐psychotics) peaked in the year the child was diagnosed and in the 3 years before the child's diagnosis for anti‐depressants and sleep medications.ConclusionsThis study demonstrates clear temporal associations between child and parental psychopathology, with parental psychopathology peaking in the years immediately before and after the child's diagnosis.
{"title":"Parental psychopathology before and after the child's diagnosis of a mental disorder: a population‐based matched cohort study","authors":"Hannah Chatwin, Katrine Holde, Theresa Wimberley, Søren Dalsgaard, Liselotte Vogdrup Petersen","doi":"10.1111/jcpp.14113","DOIUrl":"https://doi.org/10.1111/jcpp.14113","url":null,"abstract":"BackgroundMore research is needed to understand psychopathology among parents of children with mental disorders in the years before and after the child is diagnosed. Here, we estimated the risk of mental disorders and psychotropic medication use in parents of children with versus without mental disorders and the temporal associations between child and parental psychopathology.MethodsWe conducted a population‐based matched cohort study using Danish register data. The study population included child–parent pairs of all children diagnosed with a mental disorder of interest (attention‐deficit/hyperactivity disorder, autism spectrum disorder, intellectual disability, anxiety disorder, mood disorder, eating disorder, substance use disorder, and schizophrenia spectrum disorder) by 18 years of age during the period 1999–2014 and a matched reference population. Each child with a diagnosis was matched to 10 children of the same sex and birth year who had not been diagnosed with the mental disorder of interest. For all parents, we estimated the yearly incidence proportion of parental mental disorders and prescriptions for psychotropic medications 4 years before and after the child's diagnosis.ResultsWe observed a substantially increased risk of mental disorders and psychotropic medication use among parents of children with a mental disorder, compared to the reference population. On average, parents of children with a diagnosis had twice the odds of mood disorders, anxiety disorders, and prescriptions for anti‐depressants and anti‐psychotics. The incidence of mood and anxiety disorders peaked in the 1–2 years before and after the child's diagnosis. The incidence of parental prescriptions for psychotropic medications (particularly anti‐psychotics) peaked in the year the child was diagnosed and in the 3 years <jats:italic>before</jats:italic> the child's diagnosis for anti‐depressants and sleep medications.ConclusionsThis study demonstrates clear temporal associations between child and parental psychopathology, with parental psychopathology peaking in the years immediately before and after the child's diagnosis.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"20 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142925083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Annabelle M Mournet, John K Kellerman, Jessica L Hamilton, Evan M Kleiman
Background: Suicide attempts and deaths among children are increasing in the United States, yet suicide in this preadolescent population remains understudied. A clearer understanding of which youth experience early onset of suicidal behavior is crucial for predicting risk and identifying youth best suited to early intervention. This paper examines how intersectional marginalized identities may predict the onset of suicidal behaviors among preadolescent youth.
Methods: The Adolescent Brain and Cognitive Development (ABCD) Study is a prospective cohort study with annual assessments of youth ages 9 and 10 and their caregivers. Lifetime suicide attempts and preparatory suicidal behaviors were assessed annually. Survival models examined overall trends and demographic differences in the onset of suicidal behaviors.
Results: The final sample included 11,223 participants (mean age = 9.9 years old, SD = 7.5 months). 5,280 (47%) reported a minoritized racial/ethnic identity, and 1,410 (12.6%) were categorized as sexual or gender minorities. 208 suicide attempts and 143 instances of preparatory suicidal behaviors were reported across the study period. An interaction effect was found such that youth who hold multiple minoritized identities (i.e., sexual and gender minority youth from minoritized racial/ethnic backgrounds) were at elevated risk for onset of both suicide attempts (HR = 2.97, 95% CI = 1.59-5.56, p = .001) and preparatory suicidal behaviors (b = 3.09, 95% CI = 1.38-6.93, p = .006).
Conclusions: Intersectional marginalized identities were associated with earlier onset of suicide attempts and preparatory suicidal behaviors. Findings suggest that early interventions for minoritized youth may be important to reduce the rapidly increasing suicide rate among preadolescent youth.
{"title":"Intersectional marginalized identities as predictors of time until first reported suicide attempt among preadolescent youth using survival analysis.","authors":"Annabelle M Mournet, John K Kellerman, Jessica L Hamilton, Evan M Kleiman","doi":"10.1111/jcpp.14075","DOIUrl":"https://doi.org/10.1111/jcpp.14075","url":null,"abstract":"<p><strong>Background: </strong>Suicide attempts and deaths among children are increasing in the United States, yet suicide in this preadolescent population remains understudied. A clearer understanding of which youth experience early onset of suicidal behavior is crucial for predicting risk and identifying youth best suited to early intervention. This paper examines how intersectional marginalized identities may predict the onset of suicidal behaviors among preadolescent youth.</p><p><strong>Methods: </strong>The Adolescent Brain and Cognitive Development (ABCD) Study is a prospective cohort study with annual assessments of youth ages 9 and 10 and their caregivers. Lifetime suicide attempts and preparatory suicidal behaviors were assessed annually. Survival models examined overall trends and demographic differences in the onset of suicidal behaviors.</p><p><strong>Results: </strong>The final sample included 11,223 participants (mean age = 9.9 years old, SD = 7.5 months). 5,280 (47%) reported a minoritized racial/ethnic identity, and 1,410 (12.6%) were categorized as sexual or gender minorities. 208 suicide attempts and 143 instances of preparatory suicidal behaviors were reported across the study period. An interaction effect was found such that youth who hold multiple minoritized identities (i.e., sexual and gender minority youth from minoritized racial/ethnic backgrounds) were at elevated risk for onset of both suicide attempts (HR = 2.97, 95% CI = 1.59-5.56, p = .001) and preparatory suicidal behaviors (b = 3.09, 95% CI = 1.38-6.93, p = .006).</p><p><strong>Conclusions: </strong>Intersectional marginalized identities were associated with earlier onset of suicide attempts and preparatory suicidal behaviors. Findings suggest that early interventions for minoritized youth may be important to reduce the rapidly increasing suicide rate among preadolescent youth.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142918836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Germán Grande, Tonje Amland, Elsje van Bergen, Monica Melby-Lervåg, Arne Lervåg
Background: Numerous studies have investigated the associations between the home literacy environment (HLE) and children's word reading skills. However, these associations may partly reflect shared genetic factors since parents provide both the reading environment and their child's genetic predisposition to reading. Hence, the relationship between the HLE and children's reading is genetically confounded. To address this, parents' reading abilities have been suggested as a covariate, serving as a proxy for genetic transmission. The few studies that have incorporated this covariate control have made no distinction between the HLE reported by each parent or controlled for different skills in parents and children. We predicted children's reading development over time by the reading abilities of both parents as covariates and both parents' self-reported HLE as predictors.
Methods: We analyzed data from 242 unrelated children, 193 mothers, and 144 fathers. Children's word reading was assessed in Grades 1 and 3, and parents' word reading was assessed on a single occasion. Predictors of children's reading development included literacy resources and shared reading activities.
Results: Children's reading in Grade 3 was predicted by mothers' engagement in reading activities and by literacy resources at home, even after controlling for the genetic proxy of parental reading abilities. The longitudinal rate of change from Grades 1 to 3 was not associated with the HLE or parental reading.
Conclusions: Our finding that parental reading skills predicted children's word reading beyond children's initial word reading underscores the importance of considering genetic confounding in research on the home environment. Beyond parental reading abilities, children's skills were predicted by literacy resources in the home and by how often mothers engage in reading activities with their children. This suggests true environmental effects.
{"title":"The intergenerational impact of mothers and fathers on children's word reading development.","authors":"Germán Grande, Tonje Amland, Elsje van Bergen, Monica Melby-Lervåg, Arne Lervåg","doi":"10.1111/jcpp.14107","DOIUrl":"https://doi.org/10.1111/jcpp.14107","url":null,"abstract":"<p><strong>Background: </strong>Numerous studies have investigated the associations between the home literacy environment (HLE) and children's word reading skills. However, these associations may partly reflect shared genetic factors since parents provide both the reading environment and their child's genetic predisposition to reading. Hence, the relationship between the HLE and children's reading is genetically confounded. To address this, parents' reading abilities have been suggested as a covariate, serving as a proxy for genetic transmission. The few studies that have incorporated this covariate control have made no distinction between the HLE reported by each parent or controlled for different skills in parents and children. We predicted children's reading development over time by the reading abilities of both parents as covariates and both parents' self-reported HLE as predictors.</p><p><strong>Methods: </strong>We analyzed data from 242 unrelated children, 193 mothers, and 144 fathers. Children's word reading was assessed in Grades 1 and 3, and parents' word reading was assessed on a single occasion. Predictors of children's reading development included literacy resources and shared reading activities.</p><p><strong>Results: </strong>Children's reading in Grade 3 was predicted by mothers' engagement in reading activities and by literacy resources at home, even after controlling for the genetic proxy of parental reading abilities. The longitudinal rate of change from Grades 1 to 3 was not associated with the HLE or parental reading.</p><p><strong>Conclusions: </strong>Our finding that parental reading skills predicted children's word reading beyond children's initial word reading underscores the importance of considering genetic confounding in research on the home environment. Beyond parental reading abilities, children's skills were predicted by literacy resources in the home and by how often mothers engage in reading activities with their children. This suggests true environmental effects.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142918837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tom Chin‐Han Wu, Alex Lloyd, Essi Viding, Pasco Fearon
BackgroundInterpersonal outcomes and mental health problems are closely associated. However, their reciprocal influence has not been directly examined while considering the temporal stability of these constructs, as well as shared and unique variance associated with internalising, externalising and attention problems. Using random intercept cross‐lagged panel models (RI‐CLPM), we tested the hypotheses that negative bidirectional associations at the between‐person and negative cross‐lagged effects at the within‐person level would emerge between interpersonal outcomes (friendship quality and perceived popularity) and mental health problems (i.e. general psychopathology factor) during preadolescence.MethodsParticipants (n = 918) were from the NICHD Study of Early Child Care and Youth Development. Psychopathology, consisting of a general psychopathology factor (p‐factor) and three specific factors (internalising, externalising and attention problems), was derived from mother‐reported Child Behaviour Checklist symptoms. Friendship quality was assessed using the self‐reported Friendship Quality Questionnaire. Popularity was assessed using teacher‐reported popularity ranking. Four RI‐CLPM were estimated to examine the associations between interpersonal outcomes and psychopathology at between‐ and within‐person levels across four timepoints (mean ages 8–11).ResultsAt the between‐person level, popularity scores, but not friendship quality, were negatively associated with p‐factor scores (β = −.33). At the within‐person level, we found (i) p‐factor scores at age 9 negatively predicted friendship quality and popularity at age 10, but not at other ages (β = −.16 to −.19); (ii) specific externalising factor scores at age 10 negatively predicted friendship quality at age 11 (β = −.10) and specific internalising factor scores at ages 8 and 9 positively predicted friendship quality at ages 9 and 10 (β = .09–.12) and (iii) popularity at age 10 negatively predicted specific internalising factor scores at age 11 (β = −.12).ConclusionsPsychopathology was found to influence interpersonal outcomes during preadolescence, while the reverse effects were less readily observed, once between‐person level effects were accounted for.
{"title":"Examining longitudinal associations between interpersonal outcomes and general psychopathology factors across preadolescence using random intercept cross‐lagged panel model","authors":"Tom Chin‐Han Wu, Alex Lloyd, Essi Viding, Pasco Fearon","doi":"10.1111/jcpp.14105","DOIUrl":"https://doi.org/10.1111/jcpp.14105","url":null,"abstract":"BackgroundInterpersonal outcomes and mental health problems are closely associated. However, their reciprocal influence has not been directly examined while considering the temporal stability of these constructs, as well as shared and unique variance associated with internalising, externalising and attention problems. Using random intercept cross‐lagged panel models (RI‐CLPM), we tested the hypotheses that negative bidirectional associations at the between‐person and negative cross‐lagged effects at the within‐person level would emerge between interpersonal outcomes (friendship quality and perceived popularity) and mental health problems (i.e. general psychopathology factor) during preadolescence.MethodsParticipants (<jats:italic>n</jats:italic> = 918) were from the NICHD Study of Early Child Care and Youth Development. Psychopathology, consisting of a general psychopathology factor (p‐factor) and three specific factors (internalising, externalising and attention problems), was derived from mother‐reported Child Behaviour Checklist symptoms. Friendship quality was assessed using the self‐reported Friendship Quality Questionnaire. Popularity was assessed using teacher‐reported popularity ranking. Four RI‐CLPM were estimated to examine the associations between interpersonal outcomes and psychopathology at between‐ and within‐person levels across four timepoints (mean ages 8–11).ResultsAt the between‐person level, popularity scores, but not friendship quality, were negatively associated with p‐factor scores (β = −.33). At the within‐person level, we found (i) p‐factor scores at age 9 negatively predicted friendship quality and popularity at age 10, but not at other ages (β = −.16 to −.19); (ii) specific externalising factor scores at age 10 negatively predicted friendship quality at age 11 (β = −.10) and specific internalising factor scores at ages 8 and 9 positively predicted friendship quality at ages 9 and 10 (β = .09–.12) and (iii) popularity at age 10 negatively predicted specific internalising factor scores at age 11 (β = −.12).ConclusionsPsychopathology was found to influence interpersonal outcomes during preadolescence, while the reverse effects were less readily observed, once between‐person level effects were accounted for.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"14 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2024-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142888231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah A.O. Gray, Jonas G. Miller, Erin B. Glackin, Virginia Hatch, Stacy S. Drury
BackgroundFamily environment plays a critical role in shaping stress response systems. Concordance between mothers' and children's physiological states, specifically their Respiratory Sinus Arrhythmia (RSA), reflects dyadic co‐regulation. Negative or weakened RSA synchrony during interactions is linked to various psychosocial risks, but existing research has focused on risks in the mother or child as opposed to the dyad. This study examined the association between maternal‐child RSA synchrony and maternal ACEs, given documented associations with offspring RSA, as well as more proximal documented risks, including maternal psychopathology and children's early adversity and psychopathology. Given that sensitive parent–child relationships are a powerful source of resilience, we tested whether parent–child relationship quality buffered associations between maternal ACEs and RSA synchrony.MethodsIn a community sample of mother–child dyads experiencing high sociodemographic risk and oversampled for exposure to adversity, mothers (n = 123) reported on their ACEs (43.1% ≥4), their 3–5‐year‐old children's exposure to violence, and psychological symptoms. Dyads completed a puzzle task while EKG was recorded, from which maternal and child RSA was derived; parent–child relationship quality during interactions was coded observationally. Multilevel models examined within‐dyad mother–child RSA synchrony across the interaction and between‐dyad predictors of synchrony.ResultsParent–child relationship quality and maternal ACEs co‐contributed to offspring and dyadic physiology. Maternal ACEs predicted dampened RSA in the child and dampened RSA synchrony in the dyad, only among dyads with low observer‐rated parent–child relationship quality during the interaction. In other words, high‐quality parent–child relationship quality buffered the association between maternal ACEs and dampened offspring and dyadic physiology.ConclusionsResults suggest that mothers' early adversity may disrupt physiological regulation at both the individual child and dyadic level. High‐quality parent–child relationships mitigated this effect.
{"title":"Parent–child relationship quality buffers the association between mothers' adverse childhood experiences and physiological synchrony","authors":"Sarah A.O. Gray, Jonas G. Miller, Erin B. Glackin, Virginia Hatch, Stacy S. Drury","doi":"10.1111/jcpp.14108","DOIUrl":"https://doi.org/10.1111/jcpp.14108","url":null,"abstract":"BackgroundFamily environment plays a critical role in shaping stress response systems. Concordance between mothers' and children's physiological states, specifically their Respiratory Sinus Arrhythmia (RSA), reflects dyadic co‐regulation. Negative or weakened RSA synchrony during interactions is linked to various psychosocial risks, but existing research has focused on risks in the mother or child as opposed to the dyad. This study examined the association between maternal‐child RSA synchrony and maternal ACEs, given documented associations with offspring RSA, as well as more proximal documented risks, including maternal psychopathology and children's early adversity and psychopathology. Given that sensitive parent–child relationships are a powerful source of resilience, we tested whether parent–child relationship quality buffered associations between maternal ACEs and RSA synchrony.MethodsIn a community sample of mother–child dyads experiencing high sociodemographic risk and oversampled for exposure to adversity, mothers (<jats:italic>n</jats:italic> = 123) reported on their ACEs (43.1% ≥4), their 3–5‐year‐old children's exposure to violence, and psychological symptoms. Dyads completed a puzzle task while EKG was recorded, from which maternal and child RSA was derived; parent–child relationship quality during interactions was coded observationally. Multilevel models examined within‐dyad mother–child RSA synchrony across the interaction and between‐dyad predictors of synchrony.ResultsParent–child relationship quality and maternal ACEs co‐contributed to offspring and dyadic physiology. Maternal ACEs predicted dampened RSA in the child and dampened RSA synchrony in the dyad, only among dyads with low observer‐rated parent–child relationship quality during the interaction. In other words, high‐quality parent–child relationship quality buffered the association between maternal ACEs and dampened offspring and dyadic physiology.ConclusionsResults suggest that mothers' early adversity may disrupt physiological regulation at both the individual child and dyadic level. High‐quality parent–child relationships mitigated this effect.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"26 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142888913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A diverse body of research conducted since the start of Covid‐19 has investigated the impact of the pandemic on children's environments and their language development. This scoping review synthesises the peer‐reviewed research literature on this topic between 2020 and 2023. Following the Joanna Briggs Institute methodology and the PRISMA extension for scoping reviews, we searched five databases for studies that fulfilled the following inclusion criteria: studies with neurotypical (monolingual or multilingual) 0‐6‐year‐old children; studies focusing on any area of language development, including sources describing literacy or educational practices that impacted language development; studies focusing in the context of the COVID‐19 pandemic, with no restrictions of geographical location or language used by participants. Ninety‐four eligible studies were identified for review. The extracted data were synthesised using frequency tables and narrative descriptions. Eligible studies used a wide range of data collection periods, methods, research sites, sample ages, sizes, and roles to fulfil 15 broad aims. They show that children's language‐learning environments were significantly impacted, with variability over time and across the socioeconomic spectrum. Together they investigated diverse language domains, as well as several home, educational, and demographic factors that were hypothesised to impact children's language development. Of those studies that focused on language outcomes, most converge to suggest a decline in typical expectations of children's language development, including their social communication, vocabulary, morphosyntax, literacy, and language of schooling, as well as general communication skills, school readiness, and other areas of academic progress. Our synthesis suggests that children's language and environment were significantly impacted by COVID‐19. This scoping review will support families, researchers, practitioners, and policymakers working with pandemic‐era children to further understand the effects of the pandemic on children's development.
{"title":"Annual Research Review: How did COVID‐19 affect young children's language environment and language development? A scoping review","authors":"Cecilia Zuniga‐Montanez, Catherine Davies, Laurie Ligoxygakis, Draško Kašćelan, Nayeli Gonzalez‐Gomez","doi":"10.1111/jcpp.14102","DOIUrl":"https://doi.org/10.1111/jcpp.14102","url":null,"abstract":"A diverse body of research conducted since the start of Covid‐19 has investigated the impact of the pandemic on children's environments and their language development. This scoping review synthesises the peer‐reviewed research literature on this topic between 2020 and 2023. Following the Joanna Briggs Institute methodology and the PRISMA extension for scoping reviews, we searched five databases for studies that fulfilled the following inclusion criteria: studies with neurotypical (monolingual or multilingual) 0‐6‐year‐old children; studies focusing on any area of language development, including sources describing literacy or educational practices that impacted language development; studies focusing in the context of the COVID‐19 pandemic, with no restrictions of geographical location or language used by participants. Ninety‐four eligible studies were identified for review. The extracted data were synthesised using frequency tables and narrative descriptions. Eligible studies used a wide range of data collection periods, methods, research sites, sample ages, sizes, and roles to fulfil 15 broad aims. They show that children's language‐learning environments were significantly impacted, with variability over time and across the socioeconomic spectrum. Together they investigated diverse language domains, as well as several home, educational, and demographic factors that were hypothesised to impact children's language development. Of those studies that focused on language outcomes, most converge to suggest a decline in typical expectations of children's language development, including their social communication, vocabulary, morphosyntax, literacy, and language of schooling, as well as general communication skills, school readiness, and other areas of academic progress. Our synthesis suggests that children's language and environment were significantly impacted by COVID‐19. This scoping review will support families, researchers, practitioners, and policymakers working with pandemic‐era children to further understand the effects of the pandemic on children's development.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"202 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142888168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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