Başak Ergün, Gözde Önal, Gülşah Zengin Yazıcı, Gökçen Akyürek
The home environment is a significant factor that greatly influences the motor development of children. This study aims to examine the cultural adaptation validity and reliability of the Affordances in the Home Environment for Motor Development (AHEMD‐SR) for Turkish children aged 18–42 months. The study included 103 Turkish children (mean age = 29.3 ± 7.4 months; 57.3% female, 42.6% male). The majority of participants were from middle‐income families. The AHEMD‐SR was administered to parents, and test–retest reliability was evaluated with a subsample of 30 families. The Cronbach's alpha coefficient and Intraclass Correlation Coefficient (ICC) were calculated to assess reliability, while correlations with the Denver Developmental Screening Tool 2 (DDST‐2) were examined for convergent validity. The Cronbach's alpha coefficient of the AHEMD‐SR was 0.815, and the ICC for test–retest reliability was 0.889. The AHEMD‐SR total score correlated with DDST‐2's social development (r = 0.32), fine motor development (r = 0.33) and gross motor development (r = 0.33) domains (all p < 0.05). The Turkish version of the AHEMD‐SR was found to be a valid and reliable tool for assessing the home environment's impact on motor development in children aged 18–42 months. This questionnaire can provide valuable insights into how to enhance home environments to better support children's motor development in Turkey.
{"title":"Affordances in the Home Environment for Motor Development for Turkish Children: Cultural Adaptation, Validity and Reliability Analysis","authors":"Başak Ergün, Gözde Önal, Gülşah Zengin Yazıcı, Gökçen Akyürek","doi":"10.1002/icd.2555","DOIUrl":"https://doi.org/10.1002/icd.2555","url":null,"abstract":"The home environment is a significant factor that greatly influences the motor development of children. This study aims to examine the cultural adaptation validity and reliability of the Affordances in the Home Environment for Motor Development (AHEMD‐SR) for Turkish children aged 18–42 months. The study included 103 Turkish children (mean age = 29.3 ± 7.4 months; 57.3% female, 42.6% male). The majority of participants were from middle‐income families. The AHEMD‐SR was administered to parents, and test–retest reliability was evaluated with a subsample of 30 families. The Cronbach's alpha coefficient and Intraclass Correlation Coefficient (ICC) were calculated to assess reliability, while correlations with the Denver Developmental Screening Tool 2 (DDST‐2) were examined for convergent validity. The Cronbach's alpha coefficient of the AHEMD‐SR was 0.815, and the ICC for test–retest reliability was 0.889. The AHEMD‐SR total score correlated with DDST‐2's social development (<jats:italic>r</jats:italic> = 0.32), fine motor development (<jats:italic>r</jats:italic> = 0.33) and gross motor development (<jats:italic>r</jats:italic> = 0.33) domains (all <jats:italic>p</jats:italic> < 0.05). The Turkish version of the AHEMD‐SR was found to be a valid and reliable tool for assessing the home environment's impact on motor development in children aged 18–42 months. This questionnaire can provide valuable insights into how to enhance home environments to better support children's motor development in Turkey.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142678233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yana Kuchirko, Anna Bennet, Marimar Pérez De León, Marina Piñeiro‐Barrera, Quyn Marki‐Wright
Women raise children within cultural ideologies that enforce gendered standards for caregiving. In market‐driven societies, working mothers face the ‘intensive mothering ideology’, which demands self‐sacrifice for children while promoting self‐interest at work. Fathers are primarily framed as breadwinners. We know little about how ethnically and racially diverse, low‐SES mothers construct ideas of good and bad parenting. In this study, we examined Dominican, African American and Mexican US‐based mothers' perspectives on ideal qualities of mothers and fathers (N = 193, daughters = 51.3%, MAge = 26.27). Using semantic and latent coding, we analysed the content and framing of mothers' responses, which fell into 28 themes, emphasising idealised parenting as providing basic needs, emotional support, education and embodying desired traits. Our latent analyses captured the frequencies of qualities mentioned by mothers, whether they centered children or parents, the presence or absence of qualities and performed actions or embodied characteristics. Our findings highlight the social constructions of mothering and fathering and offer a foundation for future mixed‐methods research.
{"title":"Qualities That Mexican, Dominican and African American US Mothers Attribute to ‘Good’ and ‘Bad’ Mothers and Fathers","authors":"Yana Kuchirko, Anna Bennet, Marimar Pérez De León, Marina Piñeiro‐Barrera, Quyn Marki‐Wright","doi":"10.1002/icd.2557","DOIUrl":"https://doi.org/10.1002/icd.2557","url":null,"abstract":"Women raise children within cultural ideologies that enforce gendered standards for caregiving. In market‐driven societies, working mothers face the ‘intensive mothering ideology’, which demands self‐sacrifice for children while promoting self‐interest at work. Fathers are primarily framed as breadwinners. We know little about how ethnically and racially diverse, low‐SES mothers construct ideas of good and bad parenting. In this study, we examined Dominican, African American and Mexican US‐based mothers' perspectives on ideal qualities of mothers and fathers (<jats:italic>N</jats:italic> = 193, daughters = 51.3%, <jats:italic>M</jats:italic><jats:sub>Age</jats:sub> = 26.27). Using semantic and latent coding, we analysed the content and framing of mothers' responses, which fell into 28 themes, emphasising idealised parenting as providing basic needs, emotional support, education and embodying desired traits. Our latent analyses captured the frequencies of qualities mentioned by mothers, whether they centered children or parents, the presence or absence of qualities and performed actions or embodied characteristics. Our findings highlight the social constructions of mothering and fathering and offer a foundation for future mixed‐methods research.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"128 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142670504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Infant pointing is predictive of later language development, but little is known about factors enhancing the development of pointing. The current study investigated two possible social learning mechanisms in the development of pointing. Given that infants observe their caregivers' pointing gestures from early on, one possibility is learning via imitation. A second possibility is that caregivers' contingent reactions to infant communication promote communicative exchange, including pointing. To test which of these behaviours influences infants' pointing frequency, we manipulated parents' pointing frequency and their responsive behaviour via instructions in a cross‐sectional 2 × 3 design. We randomly assigned 12‐months‐old infants (N = 131, 65 females) and one of their parents to six different experimental groups. Participants were predominantly central Europeans from middle to high socioeconomic backgrounds. Data were collected with an online remote adaption of the decorated‐room paradigm. Parents successfully adapted their behaviours to the instructions. Parents' increased responsiveness, but not their increased pointing in general, significantly enhanced infants' pointing frequency (d = 0.36). Regression results further revealed that parents' responsive pointing positively predicted infants' pointing frequency. Findings question direct imitation accounts of pointing and identify responsive social interactions, including responsive pointing, as factors enhancing the occurrence of pointing in infancy.HighlightsImitation and responsive social interaction are possible social learning mechanisms in the development of pointing.Experimental manipulation of parental behaviours reveals that infant pointing increases when parents are particularly responsive, but not when parents point a lot in general.Parents' responsiveness through pointing gestures may be especially suited to enhance infants' pointing frequencies.
{"title":"Infants adapt their pointing frequency to experimentally manipulated parent responsiveness but not parent pointing","authors":"Katharina Kaletsch, Ulf Liszkowski","doi":"10.1002/icd.2548","DOIUrl":"https://doi.org/10.1002/icd.2548","url":null,"abstract":"<jats:label/>Infant pointing is predictive of later language development, but little is known about factors enhancing the development of pointing. The current study investigated two possible social learning mechanisms in the development of pointing. Given that infants observe their caregivers' pointing gestures from early on, one possibility is learning via imitation. A second possibility is that caregivers' contingent reactions to infant communication promote communicative exchange, including pointing. To test which of these behaviours influences infants' pointing frequency, we manipulated parents' pointing frequency and their responsive behaviour via instructions in a cross‐sectional 2 × 3 design. We randomly assigned 12‐months‐old infants (<jats:italic>N</jats:italic> = 131, 65 females) and one of their parents to six different experimental groups. Participants were predominantly central Europeans from middle to high socioeconomic backgrounds. Data were collected with an online remote adaption of the decorated‐room paradigm. Parents successfully adapted their behaviours to the instructions. Parents' increased responsiveness, but not their increased pointing in general, significantly enhanced infants' pointing frequency (<jats:italic>d</jats:italic> = 0.36). Regression results further revealed that parents' responsive pointing positively predicted infants' pointing frequency. Findings question direct imitation accounts of pointing and identify responsive social interactions, including responsive pointing, as factors enhancing the occurrence of pointing in infancy.Highlights<jats:list list-type=\"bullet\"> <jats:list-item>Imitation and responsive social interaction are possible social learning mechanisms in the development of pointing.</jats:list-item> <jats:list-item>Experimental manipulation of parental behaviours reveals that infant pointing increases when parents are particularly responsive, but not when parents point a lot in general.</jats:list-item> <jats:list-item>Parents' responsiveness through pointing gestures may be especially suited to enhance infants' pointing frequencies.</jats:list-item> </jats:list>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"34 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142601941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jennifer J. Phillips, Cheyenne A. Williams, John H. Hunter, Martha Ann Bell
Measures of parasympathetic regulation, such as respiratory sinus arrhythmia (RSA), predict executive function outcomes, including inhibitory control, across childhood. Respiratory sinus arrhythmia augmentation tends to be associated with more maladaptive outcomes, compared to RSA suppression, but the literature regarding RSA profiles and inhibitory control development across infancy and early childhood is contradictory. The goal of our current study was to examine the longitudinal and interactive effects of infant RSA during a frustrating task with negative maternal characteristics on inhibitory control during early childhood. Participants included 410 children (209 girls, 77.6% White, 92.9% non‐Hispanic) and their mothers. With small to moderate effect sizes (r2 range from 0.124 to 0.143), we demonstrated that maternal negative affect when children were 36 months old moderated the association between 10‐month‐old RSA during a frustrating task and 48‐month‐old inhibitory control, such that RSA suppression predicted higher levels of inhibitory control, but only when mothers exhibited high levels of negative affect. Our results highlight the biosocial framework under which child inhibitory control develops.
{"title":"Parasympathetic regulation and maternal parenting as longitudinal predictors of preschooler inhibitory control","authors":"Jennifer J. Phillips, Cheyenne A. Williams, John H. Hunter, Martha Ann Bell","doi":"10.1002/icd.2553","DOIUrl":"https://doi.org/10.1002/icd.2553","url":null,"abstract":"Measures of parasympathetic regulation, such as respiratory sinus arrhythmia (RSA), predict executive function outcomes, including inhibitory control, across childhood. Respiratory sinus arrhythmia augmentation tends to be associated with more maladaptive outcomes, compared to RSA suppression, but the literature regarding RSA profiles and inhibitory control development across infancy and early childhood is contradictory. The goal of our current study was to examine the longitudinal and interactive effects of infant RSA during a frustrating task with negative maternal characteristics on inhibitory control during early childhood. Participants included 410 children (209 girls, 77.6% White, 92.9% non‐Hispanic) and their mothers. With small to moderate effect sizes (<jats:italic>r</jats:italic><jats:sup>2</jats:sup> range from 0.124 to 0.143), we demonstrated that maternal negative affect when children were 36 months old moderated the association between 10‐month‐old RSA during a frustrating task and 48‐month‐old inhibitory control, such that RSA suppression predicted higher levels of inhibitory control, but only when mothers exhibited high levels of negative affect. Our results highlight the biosocial framework under which child inhibitory control develops.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"37 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142599296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lukas D. Lopez, Kyong‐Ah Kwon, Hyun‐Joo Jeon, Courtney Dewhirst, Sun Geun Kim, Francisca Jensen
This study used naturalistic audio–visual recordings from early care and education (ECE) settings to examine the associations between toddlers' (76 toddlers, 40 female, Mage = 32.94 months, SD = 4.92 months) multimodal emotion expressions and emotion‐related vocalizations with contingent teacher interventions. Findings indicated a correspondence between multimodal emotion expressions and emotion‐related vocalizations, such that screams and yells corresponded with anger expressions, and cries corresponded with sadness expressions. Time series analysis indicated that toddlers' emotion vocalizations significantly predicted subsequent contingent teacher interventions. Specifically, toddlers' multimodal sadness expressions with vocalizations increased the likelihood of evoking a contingent teacher response seven times more than other emotions and vocalizations. Implications for multimodal emotion correspondences, emotion dynamics, and toddlers' distress expressions are discussed.
{"title":"Toddlers' emotion vocalizations during peer conflicts and contingent teacher interventions in early care and education settings","authors":"Lukas D. Lopez, Kyong‐Ah Kwon, Hyun‐Joo Jeon, Courtney Dewhirst, Sun Geun Kim, Francisca Jensen","doi":"10.1002/icd.2550","DOIUrl":"https://doi.org/10.1002/icd.2550","url":null,"abstract":"This study used naturalistic audio–visual recordings from early care and education (ECE) settings to examine the associations between toddlers' (76 toddlers, 40 female, <jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 32.94 months, SD = 4.92 months) multimodal emotion expressions and emotion‐related vocalizations with contingent teacher interventions. Findings indicated a correspondence between multimodal emotion expressions and emotion‐related vocalizations, such that screams and yells corresponded with anger expressions, and cries corresponded with sadness expressions. Time series analysis indicated that toddlers' emotion vocalizations significantly predicted subsequent contingent teacher interventions. Specifically, toddlers' multimodal sadness expressions with vocalizations increased the likelihood of evoking a contingent teacher response seven times more than other emotions and vocalizations. Implications for multimodal emotion correspondences, emotion dynamics, and toddlers' distress expressions are discussed.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"3 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142594510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children comprehend iconic gestures relatively later than deictic gestures. Previous research with English‐learning children indicated that they could comprehend iconic gestures at 26 months, a pattern whose extension to other languages is not yet known. The present study examined Turkish‐learning children's iconic gesture comprehension and its relation to their receptive vocabulary knowledge. Turkish‐learning children between the ages of 22‐ and 30‐month‐olds (N = 92, M = 25.6 months, SD = 1.6; 51 girls) completed a gesture comprehension task in which they were asked to choose the correct picture that matched the experimenter's speech and iconic gestures. They were also administered a standardized receptive vocabulary test. Children's performance in the gesture comprehension task increased with age, which was also related to their receptive vocabulary knowledge. When children were categorized into younger and older age groups based on the median age (i.e., 26 months—the age at which iconic gesture comprehension was present for English‐learning children), only the older group performed at chance level in the task. At the same time, receptive vocabulary was positively related to gesture comprehension for younger but not older children. These findings suggest a shift in iconic gesture comprehension at around 26 months and indicate a possible link between receptive vocabulary knowledge and iconic gesture comprehension, particularly for children younger than 26 months.
{"title":"The link between early iconic gesture comprehension and receptive language","authors":"Işıl Doğan, Demet Özer, Aslı Aktan‐Erciyes, Reyhan Furman, Ö. Ece Demir‐Lira, Şeyda Özçalışkan, Tilbe Göksun","doi":"10.1002/icd.2552","DOIUrl":"https://doi.org/10.1002/icd.2552","url":null,"abstract":"Children comprehend iconic gestures relatively later than deictic gestures. Previous research with English‐learning children indicated that they could comprehend iconic gestures at 26 months, a pattern whose extension to other languages is not yet known. The present study examined Turkish‐learning children's iconic gesture comprehension and its relation to their receptive vocabulary knowledge. Turkish‐learning children between the ages of 22‐ and 30‐month‐olds (<jats:italic>N</jats:italic> = 92, <jats:italic>M</jats:italic> = 25.6 months, SD = 1.6; 51 girls) completed a gesture comprehension task in which they were asked to choose the correct picture that matched the experimenter's speech and iconic gestures. They were also administered a standardized receptive vocabulary test. Children's performance in the gesture comprehension task increased with age, which was also related to their receptive vocabulary knowledge. When children were categorized into younger and older age groups based on the median age (i.e., 26 months—the age at which iconic gesture comprehension was present for English‐learning children), only the older group performed at chance level in the task. At the same time, receptive vocabulary was positively related to gesture comprehension for younger but not older children. These findings suggest a shift in iconic gesture comprehension at around 26 months and indicate a possible link between receptive vocabulary knowledge and iconic gesture comprehension, particularly for children younger than 26 months.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"13 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142594586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tiago Miguel Pinto, Mark Ethan Feinberg, Bárbara Figueiredo
As a development‐enhancing or a risk‐promoting environment, coparenting may shape the association between maternal prenatal depressive symptoms and infant regulatory capacity. This study aimed to analyse the moderator role of coparenting cooperation and conflict in the association between maternal prenatal depressive symptoms and infant regulatory capacity at 3 months. The sample comprised 103 primiparous couples (N = 206 parents) and their 3‐month‐old infants (53.7% female). Mothers reported on depressive symptoms at the first trimester of pregnancy, and both parents reported on coparenting, and infant regulatory capacity at 2 weeks and 3 months postpartum. Higher levels of maternal prenatal depressive symptoms and higher levels of coparenting conflict reported by parents at 2 weeks postpartum were associated with lower infant regulatory capacity at 3 months. Coparenting conflict at 2 weeks postpartum accentuated the association between maternal prenatal depressive symptoms and infant regulatory capacity at 3 months. The results support a view of coparenting conflict as a risk‐promoting environment that can accentuate the association between maternal prenatal depressive symptoms and infant regulatory capacity. Infants in families with mothers with elevated prenatal depressive symptoms and with high levels of coparenting conflict may be at high risk of low regulatory capacity.
{"title":"Coparenting conflict moderates the association between maternal prenatal depressive symptoms and infant regulatory capacity","authors":"Tiago Miguel Pinto, Mark Ethan Feinberg, Bárbara Figueiredo","doi":"10.1002/icd.2549","DOIUrl":"https://doi.org/10.1002/icd.2549","url":null,"abstract":"As a development‐enhancing or a risk‐promoting environment, coparenting may shape the association between maternal prenatal depressive symptoms and infant regulatory capacity. This study aimed to analyse the moderator role of coparenting cooperation and conflict in the association between maternal prenatal depressive symptoms and infant regulatory capacity at 3 months. The sample comprised 103 primiparous couples (<jats:italic>N</jats:italic> = 206 parents) and their 3‐month‐old infants (53.7% female). Mothers reported on depressive symptoms at the first trimester of pregnancy, and both parents reported on coparenting, and infant regulatory capacity at 2 weeks and 3 months postpartum. Higher levels of maternal prenatal depressive symptoms and higher levels of coparenting conflict reported by parents at 2 weeks postpartum were associated with lower infant regulatory capacity at 3 months. Coparenting conflict at 2 weeks postpartum accentuated the association between maternal prenatal depressive symptoms and infant regulatory capacity at 3 months. The results support a view of coparenting conflict as a risk‐promoting environment that can accentuate the association between maternal prenatal depressive symptoms and infant regulatory capacity. Infants in families with mothers with elevated prenatal depressive symptoms and with high levels of coparenting conflict may be at high risk of low regulatory capacity.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"17 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142574369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephanie S. Reszka, Anna Wallisch, Brian A. Boyd, Linda R. Watson, Nicolette Grasley‐Boy
This study investigated the potential influences of administration context on the measurement of child skills. The Brief Observation of Social‐Communication Change (BOSCC) was administered at two time points to preschool‐aged children with autism in two contexts: (1) at school by trained research staff and (2) at home by the parent. Participants were of ages 3–5 years (M = 4.27 years) old with a confirmed diagnosis of Autism Spectrum Disorder. Of the 13 participants (nine male), eight were White, three Asian, one Black and one White/Black; all identified as non‐Hispanic. The social‐communication and Core total scores yield similar information in both contexts, but Restricted and Repetitive Behaviors and Other Abnormal Behavior subscales scores were not related. These results underscore the importance of purposeful selection of measures and their administration context.
{"title":"Initial examination of use of the Brief Observation of Social‐Communication Change (BOSCC) across home and school contexts","authors":"Stephanie S. Reszka, Anna Wallisch, Brian A. Boyd, Linda R. Watson, Nicolette Grasley‐Boy","doi":"10.1002/icd.2547","DOIUrl":"https://doi.org/10.1002/icd.2547","url":null,"abstract":"This study investigated the potential influences of administration context on the measurement of child skills. The Brief Observation of Social‐Communication Change (BOSCC) was administered at two time points to preschool‐aged children with autism in two contexts: (1) at school by trained research staff and (2) at home by the parent. Participants were of ages 3–5 years (<jats:italic>M</jats:italic> = 4.27 years) old with a confirmed diagnosis of Autism Spectrum Disorder. Of the 13 participants (nine male), eight were White, three Asian, one Black and one White/Black; all identified as non‐Hispanic. The social‐communication and Core total scores yield similar information in both contexts, but Restricted and Repetitive Behaviors and Other Abnormal Behavior subscales scores were not related. These results underscore the importance of purposeful selection of measures and their administration context.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"232 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hong N. T. Bui, Andrea Chronis‐Tuscano, Nila Shakiba, Kenneth H. Rubin, Samantha Perlstein, Nicole E. Lorenzo, Danielle R. Novick, Christina M. Danko, Lea R. Dougherty, Nicholas J. Wagner
Children with elevated behavioural inhibition (BI) show context‐inappropriate fear and dysregulated RSA across stressor tasks. However, few studies have examined dynamic RSA within tasks and relations to parent and child anxiety. Using piecewise growth modelling and multimethod baseline data from an intervention study of 151 3.5–5‐year‐old children and their parents, we examined relations between child social anxiety (SA), parent anxiety and their interaction in predicting children's RSA across social stressor tasks (e.g. learning about unfamiliar peers, Trier Social Stress). Within the sample, 49.63% of children were reported to be White, non‐Hispanic/Latine (n = 67), 22% multiracial (n = 31), 14.81% Asian/Pacific Islander (n = 20) and 12.59% Black/African‐American (n = 17). Furthermore, 64.44% of the parents were reported to be White, non‐Hispanic/Latine (n = 87), 20% Asian/Pacific Islander (n = 27), 13.33% Black/African‐American (n = 18) and 2.22% multiracial (n = 3). Children showed differentiated RSA reactivity and recovery within an anticipatory social learning task based on their level of clinically appraised SA. Relations between child SA and RSA across tasks was moderated by parent anxiety, specifically for dyads matched in anxiety. Findings provide support for the potential influence of both child and parent anxiety on children's parasympathetic nervous system (PNS) responses across specific self‐regulatory tasks.
{"title":"Individual differences in parasympathetic functioning across social stressor tasks: Relations with child and parent anxiety","authors":"Hong N. T. Bui, Andrea Chronis‐Tuscano, Nila Shakiba, Kenneth H. Rubin, Samantha Perlstein, Nicole E. Lorenzo, Danielle R. Novick, Christina M. Danko, Lea R. Dougherty, Nicholas J. Wagner","doi":"10.1002/icd.2544","DOIUrl":"https://doi.org/10.1002/icd.2544","url":null,"abstract":"Children with elevated behavioural inhibition (BI) show context‐inappropriate fear and dysregulated RSA across stressor tasks. However, few studies have examined dynamic RSA within tasks and relations to parent and child anxiety. Using piecewise growth modelling and multimethod baseline data from an intervention study of 151 3.5–5‐year‐old children and their parents, we examined relations between child social anxiety (SA), parent anxiety and their interaction in predicting children's RSA across social stressor tasks (e.g. learning about unfamiliar peers, Trier Social Stress). Within the sample, 49.63% of children were reported to be White, non‐Hispanic/Latine (<jats:italic>n</jats:italic> = 67), 22% multiracial (<jats:italic>n</jats:italic> = 31), 14.81% Asian/Pacific Islander (<jats:italic>n</jats:italic> = 20) and 12.59% Black/African‐American (<jats:italic>n</jats:italic> = 17). Furthermore, 64.44% of the parents were reported to be White, non‐Hispanic/Latine (<jats:italic>n</jats:italic> = 87), 20% Asian/Pacific Islander (<jats:italic>n</jats:italic> = 27), 13.33% Black/African‐American (<jats:italic>n</jats:italic> = 18) and 2.22% multiracial (<jats:italic>n</jats:italic> = 3). Children showed differentiated RSA reactivity and recovery within an anticipatory social learning task based on their level of clinically appraised SA. Relations between child SA and RSA across tasks was moderated by parent anxiety, specifically for dyads matched in anxiety. Findings provide support for the potential influence of both child and parent anxiety on children's parasympathetic nervous system (PNS) responses across specific self‐regulatory tasks.","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"8 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142386284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tracey Tacana, Bailey Speck, Jennifer Isenhour, Elisabeth Conradt, Sheila E. Crowell, K. Lee Raby
This study examined whether parental sensitivity during distressing and non‐distressing mother–infant interactions predicts changes in young children's respiratory sinus arrhythmia (RSA) activity. Baseline RSA levels were collected from 83 children (49% female, 51% male) when children were 7 and 18 months old. Children's RSA reactivity and RSA recovery during the still‐face paradigm were collected when children were 7 months and during the strange situation procedure at 18 months. Controlling for stability of RSA activity over time, maternal sensitivity during distressing interactions at 7 months predicted changes in children's baseline RSA levels (β = −0.30) and children's RSA recovery (β = 0.25). Young children who experienced higher levels of sensitivity at 7 months had lower resting RSA levels and exhibited greater RSA recovery at 18 months. These results suggest that changes in young children's RSA activity are meaningfully related to their early caregiving experiences.HighlightsWe examined whether maternal sensitivity during infancy predicts changes in children's RSA activity from infancy to toddlerhood.Children who experienced higher levels of maternal sensitivity during infancy showed greater RSA recovery from a stressor during toddlerhood.Children who experienced higher levels of maternal sensitivity during infancy had lower resting RSA levels during toddlerhood.
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