Infant Behavior & Development最新文献_第9页

Socioemotional development of infants and toddlers in the first months of foster care: A brief synthesis of 25 years of research 婴儿和学步儿童在寄养前几个月的社会情感发展：25年研究的简要综合

IF 1.9 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Infant Behavior & Development

Pub Date : 2025-05-28 DOI: 10.1016/j.infbeh.2025.102079

Joana Baptista , Cláudia Camilo , Eunice Magalhães , Amber Feher , Cláudia Ramos , Stephanie Alves

Over the past 25 years, research has highlighted the protective role of foster care over institutionalization, particularly for young children. When foster caregivers provide responsive care, children benefit from a nurturing, individualized environment that supports socioemotional development. However, foster care does not eliminate developmental challenges. The first three years of life are a critical period of rapid neurological, emotional, and social growth, making early experiences especially impactful. Entering foster care during this period can disrupt existing attachment relationships, increasing vulnerability to socioemotional difficulties. Additionally, children must navigate both the effects of past adversities and the challenges of adapting to a new caregiving environment, making the early months post-placement particularly crucial for their adjustment and well-being. This review synthesizes research published since 2000 to examine early socioemotional challenges in infants and toddlers in foster care and how foster caregivers adapt during the first months of placement. Findings suggest that attachment behaviors typically emerge and stabilize within the early weeks, shaped by multiple factors at different levels, including child characteristics, pre-placement experiences, and the quality of current caregiving. Yet, research focusing exclusively on this transition period is scarce, with existing studies varying widely in both placement duration and child age. Additionally, little is known about how foster caregivers adjust during this period, despite evidence of heightened parenting stress. More longitudinal research is urgently needed to clarify how multilevel factors interact in the first months of placement and to better understand their impact on the adaptation of infants and toddlers in foster care.

在过去的25年里，研究强调了寄养对机构的保护作用，特别是对幼儿。当寄养照顾者提供相应的照顾时，儿童就会从一个培育的、个性化的环境中受益，从而支持社会情感的发展。然而，寄养并不能消除发展上的挑战。生命的头三年是神经、情感和社会快速成长的关键时期，这使得早期的经历特别有影响力。在这一时期进入寄养会破坏现有的依恋关系，增加对社会情感困难的脆弱性。此外，儿童必须应对过去逆境的影响和适应新看护环境的挑战，因此安置后的最初几个月对他们的适应和健康尤为重要。本综述综合了自2000年以来发表的研究，旨在研究寄养儿童的早期社会情感挑战，以及寄养照顾者在安置的头几个月如何适应。研究结果表明，依恋行为通常在最初几周内出现并稳定下来，受不同层次的多种因素的影响，包括儿童特征、安置前经历和当前照顾的质量。然而，专门关注这一过渡时期的研究很少，现有的研究在安置时间和儿童年龄方面差异很大。此外，尽管有证据表明养育子女的压力增加，但人们对寄养照顾者在这段时间内如何调整知之甚少。迫切需要更多的纵向研究来阐明多层次因素在安置的头几个月是如何相互作用的，并更好地了解它们对寄养中婴幼儿适应的影响。

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Maternal postpartum depression and responsive feeding in the first 2 years: A review 前2年产妇产后抑郁与反应性喂养：综述

IF 1.9 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Infant Behavior & Development

Pub Date : 2025-05-27 DOI: 10.1016/j.infbeh.2025.102073

Sophie Fitzpatrick, Kyly C. Whitfield

Maternal postpartum depression can influence caregiving behaviors, including the ability to practice responsive feeding. Responsive feeding promotes children’s autonomy over their hunger and satiety and can lead to proper growth and development, whereas non-responsive feeding practices such as pressuring or controlling feeding tend to override children’s cues, instilling unfavourable behaviors and increasing the risk of overfeeding and altered growth. Responsive feeding may be especially important during the first two years, a crucial period of learning, growth, and development. This review summarizes current literature exploring the association between maternal postpartum depression and feeding behaviors among children aged 0–24 months. Twelve studies from the USA, Australia, China, India, the UK, and the Caribbean explored this relationship. The prevalence of postpartum depression varied widely, from 10 % to 60 % of participants. In general, maternal postpartum depression symptoms were associated with non-responsive feeding, particularly with pressuring or forceful feeding styles involving high control, but also with actions in contrast with public health recommendations such as adding cereal to bottles. Most studies employed the Edinburgh Postnatal Depression Scale (EPDS) and the Center for Epidemiological Studies Depression Scale (CES-D) to screen for maternal postpartum depression, while there was a lack of consistency in tools used to assess feeding styles, highlighting the need for a more consistent definition and standardized tool in future research.

产妇产后抑郁会影响照顾行为，包括练习反应性喂养的能力。反应性喂养促进儿童对饥饿和饱腹感的自主，并可导致适当的生长和发育，而非反应性喂养做法，如施加压力或控制喂养，往往无视儿童的暗示，灌输不利行为，增加过度喂养和改变生长的风险。反应性喂养在头两年尤其重要，这是婴儿学习、生长和发育的关键时期。本文综述了目前有关0-24 月龄儿童产后抑郁与喂养行为关系的文献。来自美国、澳大利亚、中国、印度、英国和加勒比地区的12项研究探讨了这种关系。产后抑郁症的患病率差异很大，从10% %到60% %不等。一般来说，产妇产后抑郁症状与无反应性喂养有关，特别是与高压或强制喂养方式有关，涉及高度控制，但也与与公共卫生建议相反的行为有关，如在瓶子里添加谷物。大多数研究采用爱丁堡产后抑郁量表（EPDS）和流行病学研究中心抑郁量表（CES-D）来筛查产妇产后抑郁，而用于评估喂养方式的工具缺乏一致性，这突出表明在未来的研究中需要更一致的定义和标准化工具。

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引用次数: 0

Experience matters: Caregiver interactions with later-born toddlers with autism 经验很重要：照顾者与晚出生的自闭症幼儿的互动

IF 1.9 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Infant Behavior & Development

Pub Date : 2025-05-27 DOI: 10.1016/j.infbeh.2025.102071

S.T. Seese, T. Cohenour, S.K. Seese, A. Gulsrud, C. Kasari

Caregiver-child interactions are critical for supporting early social communication in toddlers showing signs of autism. This study examined whether prior experience parenting an autistic toddler influences how caregivers interact with younger siblings. During a free play interaction, caregivers were rated on the developmental appropriateness and quality of strategies such as: caregiver support for toddler’s dyadic social engagement (e.g., engagement/regulation and use of environmental strategies), imitation and modeling (e.g., turn-taking), and play support (e.g., modulating play to toddler’s level). Additionally, we coded caregiver responsiveness to the toddler’s nonverbal and verbal communication. Specifically, we explored whether caregiver strategy use and responsiveness to toddler communication differed between caregivers who already had an older child with autism and those who did not. Participants were 115 caregiver-toddler dyads (M age = 20 months) showing features of autism, grouped by sibling status: older autistic sibling (EL-Sibs, n = 23), a non-autistic sibling (LL-Sibs, n = 34), or were first-borns (FB, n = 58). Binary logistic regressions examined strategy use and responsiveness, controlling for toddler age, developmental level, toddler ADOS scores, and family annual household income. Sibling status significantly predicted play-related strategies but not dyadic social engagement or imitation/modeling strategies. Caregiver responsiveness was not associated with sibling status; however, child age, developmental level, and higher family income were associated with higher quality responsiveness. Findings suggest that prior autism-related parenting experience may positively shape certain caregiving behaviors with later-born siblings, specifically within play-based interactions.

照顾者与儿童的互动对于支持有自闭症迹象的幼儿早期社会交流至关重要。这项研究调查了以前养育自闭症儿童的经历是否会影响照顾者与弟弟妹妹的互动。在自由游戏互动中，对照顾者的发展适当性和策略质量进行了评级，如：照顾者对幼儿二元社会参与（例如，参与/调节和使用环境策略），模仿和建模（例如，轮流）和游戏支持（例如，根据幼儿的水平调节游戏）的支持。此外，我们编码了照顾者对幼儿的非语言和语言交流的反应。具体来说，我们探讨了照顾者策略的使用和对幼儿沟通的反应是否在已经有较大自闭症儿童的照顾者和没有自闭症儿童的照顾者之间存在差异。参与者是115名有自闭症特征的照顾者和学步者（M年龄= 20个月），按照兄弟姐妹的身份分组：年长的自闭症兄弟姐妹（EL-Sibs, n = 23），非自闭症兄弟姐妹（l - sibs, n = 34），或者是长子（FB, n = 58）。二元logistic回归检验了策略使用和反应性，控制了幼儿年龄、发育水平、幼儿ADOS得分和家庭年收入。兄弟姐妹地位显著地预测了游戏相关策略，而不是二元社会参与或模仿/建模策略。照顾者的反应性与兄弟姐妹状况无关；然而，儿童年龄、发育水平和较高的家庭收入与较高的质量反应有关。研究结果表明，之前与自闭症相关的养育经历可能会积极地影响对后来出生的兄弟姐妹的某些照顾行为，特别是在以游戏为基础的互动中。

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引用次数: 0

Revisiting associations between infant cognitive functioning and maternal caregiving quality using eye-tracking and Bayesian cognitive modelling 利用眼动追踪和贝叶斯认知模型重新审视婴儿认知功能与母亲照顾质量之间的关系

IF 1.9 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Infant Behavior & Development

Pub Date : 2025-05-27 DOI: 10.1016/j.infbeh.2025.102075

Sofia Scatolin , Francesco Poli , Sabine Hunnius , Hellen Lustermans , Carolina de Weerth , Roseriet Beijers

Extensive research demonstrates the importance of high-quality caregiving in promoting infant cognitive development. However, it remains unknown what specific aspects of infants’ cognitive functioning relate to higher quality of caregiving. In this study, we related multiple infant cognitive measures derived from eye-tracking data to individual differences in emotional and cognitive dimensions of maternal caregiving. Participants were 66 mothers and their infants (mean age: 8.0 months, SD=1.1). Mother-infant interactions (during a diaper change and joint book reading) were recorded and subsequently observed by independent raters to assess maternal caregiving quality. Infant eye-tracking data, collected during a visual learning task, were used to inform a Bayesian cognitive model and infer individual differences in attention, learning, processing speed, and curiosity. We found a U-shaped relation between infants’ attention and maternal caregiving. Infants with very low and very high attention scores received higher-quality caregiving from their mothers, while infants with intermediate scores received lower-quality caregiving. This may indicate that mothers adapt their caregiving behaviour to the attentional needs of their infants, providing higher-quality caregiving to infants who either struggle to engage (low attention scores) or disengage (high attention scores). Maternal caregiving quality was not associated with any other cognitive measure.

广泛的研究表明，高质量的护理在促进婴儿认知发展中的重要性。然而，目前尚不清楚婴儿认知功能的哪些具体方面与更高质量的照顾有关。在本研究中，我们将从眼动追踪数据中获得的多项婴儿认知测量与母亲照顾的情感和认知维度的个体差异联系起来。参与者为66名母亲及其婴儿（平均年龄：8.0个月，SD=1.1）。母亲与婴儿的互动（在换尿布和共同读书期间）被记录下来，随后由独立评分者观察，以评估母亲的护理质量。在视觉学习任务中收集的婴儿眼球追踪数据被用来为贝叶斯认知模型提供信息，并推断出个体在注意力、学习、处理速度和好奇心方面的差异。我们发现婴儿的注意力与母亲的照顾之间呈u型关系。注意力得分非常低和非常高的婴儿从母亲那里得到了更高质量的照顾，而得分中等的婴儿得到了更低质量的照顾。这可能表明，母亲会根据婴儿的注意力需求调整自己的照顾行为，为那些努力投入（低注意力得分）或脱离（高注意力得分）的婴儿提供更高质量的照顾。母亲照顾质量与任何其他认知测量无关。

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引用次数: 0

A quarter century of research on infant contingency learning: Current and future directions 婴儿偶然性学习研究的四分之一世纪：当前和未来的方向

IF 1.9 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Infant Behavior & Development

Pub Date : 2025-05-23 DOI: 10.1016/j.infbeh.2025.102068

Kimberly Cuevas , John Colombo

Although traditional learning paradigms provided a substantial base for the emergence of the field of infant studies from the 1960s through the 1990s, research on contingency (operant) learning in infancy has not attracted much attention over the last 25 years. While the reasons for such neglect are unclear, learning protocols offer valuable contributions to the field of infant studies, spanning basic research, translational work, and application. An examination of the literature over the last quarter century shows operant learning concepts in use with respect to the development of agency, goal blockage reactivity, clinical cross-group comparisons, and developmental interventions. Building upon the foundation that infants are capable of contingency learning, research has explored underlying mechanisms, including coordinated movement dynamics and psychobiological correlates. Methodological innovations—such as novel paradigms and cutting-edge techniques like motion capture, eye-tracking, and computational modeling—have further refined our understanding of these processes. Efforts have also focused on identifying conditions that promote learning and factors contributing to data loss. An overarching question remains whether infants demonstrate agency during contingency learning. Additionally, recent research has shifted from a primarily experimental group approach to considering individual differences in early learning. However, it is unclear whether traditional learning metrics effectively capture nonmonotonic behavioral change and variability in learning patterns. The review offers cogent rationales for reintegrating these paradigms into the field of infant studies, discusses gaps in the literature that should be addressed for this goal to be realized, and proposes future directions for advancing the field.

虽然传统的学习范式为20世纪60年代到90年代婴儿研究领域的出现提供了坚实的基础，但在过去的25年里，对婴儿偶然性（操作性）学习的研究并没有引起太多的关注。虽然这种忽视的原因尚不清楚，但学习协议为婴儿研究领域提供了宝贵的贡献，包括基础研究、转化工作和应用。对过去四分之一世纪文献的研究表明，操作性学习概念在代理发展、目标阻断反应性、临床跨组比较和发展干预方面的应用。在婴儿具有偶然性学习能力的基础上，研究探索了潜在的机制，包括协调运动动力学和心理生物学相关。方法上的创新——比如新的范例和前沿技术，比如动作捕捉、眼球追踪和计算建模——进一步完善了我们对这些过程的理解。努力的重点还在于查明促进学习的条件和造成数据丢失的因素。一个首要的问题仍然是婴儿是否在偶然性学习中表现出能动性。此外，最近的研究已经从主要的实验组方法转向考虑早期学习的个体差异。然而，传统的学习指标是否有效地捕捉非单调行为变化和学习模式的可变性尚不清楚。这篇综述为将这些范式重新整合到婴儿研究领域提供了有说服力的理由，讨论了为实现这一目标应解决的文献差距，并提出了推进该领域的未来方向。

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引用次数: 0

Does attention sharing support attention focusing? Investigating the link between infants' sustained attention and joint attention with caregivers 注意力分享是否支持注意力集中？调查婴儿持续注意力与照顾者共同注意力之间的联系

IF 1.9 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Infant Behavior & Development

Pub Date : 2025-05-23 DOI: 10.1016/j.infbeh.2025.102072

Berna A. Uzundağ

Sustained attention in infancy is a known predictor of executive functions, self-regulation, and language. This study investigated the relationship between 9- to 16-month-old infants’ sustained attention and joint attention in mother-infant dyads. Data were collected from 98 infants (M(SD) = 11.8(1.3) months) and their mothers. Results showed that joint attention during mother-infant play significantly predicted sustained attention during solo play, after accounting for infant age and socioeconomic status. These cross-sectional findings suggest that joint attention may play a role in supporting sustained attention, though the directionality of this relationship warrants further longitudinal investigation.

婴儿期持续的注意力是执行功能、自我调节和语言能力的一个已知预测指标。本研究探讨了9 ~ 16月龄婴儿持续注意与母婴共同注意的关系。数据来自98名婴儿(M（SD) = 11.8（1.3）个月）及其母亲。结果表明，在考虑了婴儿年龄和社会经济地位的影响后，母婴游戏时的共同注意力显著预测了单独游戏时的持续注意力。这些横断面研究结果表明，共同注意可能在支持持续注意方面发挥作用，尽管这种关系的方向性需要进一步的纵向研究。

引用次数: 0

Phonological biases in lexical access in French and German: Data from a familiar word-recognition conflict task 法语和德语词汇获取中的语音偏差：来自一个熟悉的词识别冲突任务的数据

IF 1.9 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Infant Behavior & Development

Pub Date : 2025-05-20 DOI: 10.1016/j.infbeh.2025.102070

Leonardo Piot , Thierry Nazzi , Natalie Boll-Avetisyan , Sandrien Van Ommen , Silvana Schmandt

Consonants have been proposed to be more important than vowels in lexical processes (i.e., C-bias). This study investigated the existence and strength of the C-bias using a familiar word recognition conflict task, in which recognition takes place in the context of a conflict between consonantal and vocalic information. This was evaluated using eye-tracking in two linguistic populations (French and German) and two age groups (adults and 24-month-old toddlers). The experiment tested the recognition of a target object among two familiar objects presented on a screen. In the control condition, the auditory stimulus corresponded to one of the objects presented. In the conflict condition, the stimulus differed from the name of one of the objects by a consonant and from the other by a vowel. In the control condition, word recognition was found in all groups. In the conflict condition, contrary to our predictions, we failed to find evidence of a C-bias in both French- and German-speaking participants, at both ages. Rather, the analyses revealed phonological similarity effects on participants’ lexical access, which varied across languages but were similar across ages. In French, word recognition was sensitive to phonological distance, with a looking preference for the familiar words with less feature changes from the mispronounced words. In German, word recognition was sensitive to the rhyme, with a looking preference for the familiar words rhyming with the mispronounced words. We discuss these findings in terms of task-specific effects and speculate about why a C-bias was not elicited in the current study.

辅音被认为在词汇过程中比元音更重要（即c偏误）。本研究通过一个熟悉的单词识别冲突任务考察了c偏差的存在和强度，在该任务中，识别发生在辅音和语音信息冲突的背景下。研究人员对两种语言人群（法语和德语）和两个年龄组（成年人和24个月大的幼儿）进行了眼动追踪。该实验测试了在屏幕上呈现的两个熟悉的物体中识别目标物体的能力。在控制条件下，听觉刺激对应于所呈现的一个物体。在冲突条件下，刺激物与其中一个物体的名字有一个辅音的不同，而与另一个物体的名字有一个元音的不同。在控制条件下，所有组都有单词识别。在冲突条件下，与我们的预测相反，我们未能在两个年龄段的法语和德语参与者中找到c偏倚的证据。相反，分析揭示了语音相似性对参与者词汇获取的影响，这种影响在不同语言之间有所不同，但在不同年龄之间是相似的。在法语中，单词识别对语音距离很敏感，人们更倾向于寻找熟悉的单词，而发音错误的单词特征变化较小。在德语中，单词识别对押韵很敏感，人们会倾向于寻找与发音错误的单词押韵的熟悉单词。我们从任务特定效应的角度来讨论这些发现，并推测为什么在当前的研究中没有引起c偏倚。

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引用次数: 0

Accent variation and the development of speech and language abilities 口音变化与言语和语言能力的发展

IF 1.9 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Infant Behavior & Development

Pub Date : 2025-05-13 DOI: 10.1016/j.infbeh.2025.102065

Katherine S. White , Elizabeth K. Johnson

Accent variation is a central feature of human language. As adults, we readily adapt to different varieties of our native language, but we also use accent information to make a variety of social inferences. Thus, our treatment of accents sits squarely at the intersection of language and social processing. Despite the ubiquity of accent variation and its importance in our mental lives, it was long absent from studies in the field of infant development. Although the complexities of bilingual input were recognized, the study of monolingual language development proceeded as if all infants were exposed to a single variety of their native language. This perspective shaped our theories of speech and language development. The first study to explore infants’ perception of accents was published in 2000. Over the past 25 years, there has been a steady increase in work on infants’ treatment of new accent varieties, their handling of multiple varieties in their natural input, and their accent-based social inferences. There is much left to be learned about just how infants navigate the rich tapestry of speech variation in their environments, but this work has already provided an important window into the nature of infants’ speech representations and has upended our understanding of how early links between language and social variation are formed. We conclude our review by highlighting how understanding infants’ treatment of accent variation is critical for developing models that can account for efficient speech and language development in linguistically diverse contexts.

口音变化是人类语言的一个主要特征。作为成年人，我们很容易适应不同种类的母语，但我们也会使用口音信息来进行各种社会推断。因此，我们对口音的处理正好处于语言和社会处理的交叉点。尽管口音变异无处不在，在我们的心理生活中也很重要，但在婴儿发育领域的研究中却长期缺乏口音变异。虽然双语输入的复杂性已经被认识到，但单语语言发展的研究就好像所有的婴儿都暴露在单一的母语中一样。这一观点塑造了我们关于言语和语言发展的理论。第一个探索婴儿对口音感知的研究发表于2000年。在过去的25年里，关于婴儿对新口音变体的处理、他们在自然输入中对多种变体的处理以及他们基于口音的社会推断的工作稳步增加。关于婴儿如何在其环境中驾驭丰富多彩的语言变化，还有很多有待学习的地方，但这项工作已经为婴儿语言表征的本质提供了一个重要的窗口，并颠覆了我们对语言和社会变化之间的早期联系是如何形成的理解。我们通过强调理解婴儿对口音变化的处理对于开发能够解释语言多样性背景下有效言语和语言发展的模型至关重要来总结我们的综述。

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引用次数: 0

Neonatal neurobehavior and infant temperament amongst offspring born to parents with and without ADHD 新生儿神经行为和婴儿气质的父母有和没有多动症

IF 1.9 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Infant Behavior & Development

Pub Date : 2025-05-09 DOI: 10.1016/j.infbeh.2025.102066

Heather M. Joseph , Michelle A. Wilson , Jihui Diaz , Amy Salisbury , Lauren Lorenzi-Quigley , Justine Vecchiarelli , Caitlyn Coughlin , Jana M. Iverson , Brooke S.G. Molina

Attention-deficit/hyperactivity disorder (ADHD) is the most common neurodevelopmental condition of childhood. Identification of signals of emerging ADHD before the onset of symptoms is a necessary first step to intervening early and preventing associated impairments. The current study examined the relation between neonatal neurobehaviors infant temperament traits known to be associated with childhood ADHD. Neonates (43–49 weeks postmenstrual age; N = 78), half with increased likelihood of childhood ADHD based on parental ADHD, were assessed using the NeoNatal Neurobehavioral Scale (NNNS-II). Parents later reported on infant temperament using the Infant Behavior Questionnaire at 7–10 months of age. Offspring born to parents with and without ADHD did not differ on neonatal neurobehavior.Infants of parents with ADHD had less effortful control and greater negative affect.Greater non-optimal reflexes and central nervous system stress abstinence signs were associated with less effortful control in infancy. Whereas greater neonatal selfregulation was associated with more negative affect in infancy. Very early neurobehavioral signals of risk for behavioral and emotional dysregulation associated with later attentional problems to be detectable as early as the neonatal period. Longitudinal follow-up to the age at which ADHD can be clinically assessed is needed to examine these neurobehavioral presentations as predictors of childhood ADHD.

注意缺陷/多动障碍（ADHD）是儿童最常见的神经发育疾病。在症状出现之前识别新出现的ADHD信号是早期干预和预防相关损伤的必要的第一步。目前的研究调查了新生儿神经行为与儿童多动症相关的婴儿气质特征之间的关系。新生儿（经后43-49周）；N = 78)，其中一半的儿童ADHD的可能性增加是基于父母的ADHD，使用新生儿神经行为量表（NNNS-II）进行评估。父母随后在婴儿7-10个月大时使用婴儿行为问卷报告婴儿气质。父母是否患有ADHD的孩子在新生儿神经行为上没有差异。父母患有多动症的婴儿控制力较弱，负面影响较大。更大的非最佳反射和中枢神经系统压力禁欲迹象与婴儿期较少的努力控制有关。然而更强的新生儿自我调节能力与婴儿期更多的负面影响相关。行为和情绪失调风险的早期神经行为信号与后来的注意力问题有关，早在新生儿时期就可以检测到。需要纵向随访到ADHD可以临床评估的年龄，以检查这些神经行为表现作为儿童ADHD的预测因素。

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引用次数: 0

Motor developmental trajectories in infants with an elevated likelihood of autism spectrum disorder: A prospective cohort study 自闭症谱系障碍患儿运动发育轨迹：一项前瞻性队列研究

IF 1.9 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Infant Behavior & Development

Pub Date : 2025-04-29 DOI: 10.1016/j.infbeh.2025.102067

Luyang Guan , Ziyi Zhang , Fei Wang , Tianshu Gao , Yonglu Wang , Qingyao Zhu , Jinhui Li , Anqi Huang , Xiaoyan Ke

Motor skills in infants with autism spectrum disorder (ASD) may reveal early potential indicators of ASD. This prospective cohort study investigated the developmental trajectories of motor skills in infants with an elevated likelihood of ASD from three time points. The Gesell Developmental Schedules were used to collect prospective, longitudinal data from infants aged 6–24 months. The Autism Diagnostic Observation Schedule was employed for the clinical symptoms of ASD at 18–24 months. Latent class trajectory modeling was applied to identify distinct groups of infants with an elevated likelihood of ASD exhibiting similar motor skills trajectories. The final analysis included 121 infants. At the 24-month follow-up, two distinct gross motor trajectory classes, and three distinct fine motor trajectory classes were identified. Compared to a stable trajectory of gross motor developmental, the variable trajectory was associated with an ASD diagnosis, while the trajectory of fine motor skills showed no significant association. These results provide valuable insight into ASD-specific developmental trajectories and promote the identification of developmentally personalized ASD treatments.

自闭症谱系障碍（ASD）婴儿的运动技能可能揭示ASD的早期潜在指标。这项前瞻性队列研究从三个时间点调查了ASD可能性升高的婴儿运动技能的发展轨迹。使用格塞尔发育时间表收集6-24个月婴儿的前瞻性、纵向数据。采用《自闭症诊断观察表》对患儿18-24个月时的ASD临床症状进行观察。潜在类别轨迹模型被应用于识别具有相似运动技能轨迹的ASD可能性升高的不同婴儿组。最终的分析包括121名婴儿。在24个月的随访中，确定了两个不同的大运动轨迹类别和三个不同的精细运动轨迹类别。与稳定的大动作发展轨迹相比，可变轨迹与ASD诊断相关，而精细运动技能轨迹与ASD诊断无显著关联。这些结果为ASD特异性发展轨迹提供了有价值的见解，并促进了ASD发展个性化治疗的确定。

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