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Associations among stress and language and socioemotional development in a low-income sample / Sonya V. TROLLER-RENFREE in Development and Psychopathology, 34-2 (May 2022)
[article]
Titre : Associations among stress and language and socioemotional development in a low-income sample Type de document : Texte imprimé et/ou numérique Auteurs : Sonya V. TROLLER-RENFREE, Auteur ; Emma R. HART, Auteur ; Jessica F. SPERBER, Auteur ; Nathan A. FOX, Auteur ; Kimberly G. NOBLE, Auteur Article en page(s) : 597-605 Langues : Anglais (eng) Mots-clés : socioeconomic status poverty stress socioemotional language Index. décimale : PER Périodiques Résumé : Stress has been linked with children?s socioemotional problems and lower language scores, particularly among children raised in socioeconomically disadvantaged circumstances. Much of the work examining the relations among stress, language, and socioemotional functioning have relied on assessments of a single dimension of maternal stress. However, stress can stem from different sources, and people may appraise stressors differently. Taking a dimensional approach, this manuscript characterizes stress in multiple ways: as an overall composite; across the constructs of psychological appraisal vs. environmental stressors; and the independent contributions of a variety assessments. Data are from 548 mother?infant dyads (M = 13.14 months, SD = 2.11) who served as the control group for a poverty reduction clinical trial. Mothers completed questionnaires regarding the different types of stresses they may have experienced, as well as their children?s language and socioemotional development. Results indicate that, collectively, higher maternal report of stress is associated with lower reports of children?s socioemotional and language development. In addition, maternal psychological appraisals of stress were associated with both socioemotional and language development, whereas reports of environmental stressors were only associated with socioemotional development. Together, these findings suggest that maternal reports of stress are associated with lower maternal report of child development among low-income children. En ligne : http://dx.doi.org/10.1017/s0954579421001759 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Development and Psychopathology > 34-2 (May 2022) . - 597-605[article] Associations among stress and language and socioemotional development in a low-income sample [Texte imprimé et/ou numérique] / Sonya V. TROLLER-RENFREE, Auteur ; Emma R. HART, Auteur ; Jessica F. SPERBER, Auteur ; Nathan A. FOX, Auteur ; Kimberly G. NOBLE, Auteur . - 597-605.
Langues : Anglais (eng)
in Development and Psychopathology > 34-2 (May 2022) . - 597-605
Mots-clés : socioeconomic status poverty stress socioemotional language Index. décimale : PER Périodiques Résumé : Stress has been linked with children?s socioemotional problems and lower language scores, particularly among children raised in socioeconomically disadvantaged circumstances. Much of the work examining the relations among stress, language, and socioemotional functioning have relied on assessments of a single dimension of maternal stress. However, stress can stem from different sources, and people may appraise stressors differently. Taking a dimensional approach, this manuscript characterizes stress in multiple ways: as an overall composite; across the constructs of psychological appraisal vs. environmental stressors; and the independent contributions of a variety assessments. Data are from 548 mother?infant dyads (M = 13.14 months, SD = 2.11) who served as the control group for a poverty reduction clinical trial. Mothers completed questionnaires regarding the different types of stresses they may have experienced, as well as their children?s language and socioemotional development. Results indicate that, collectively, higher maternal report of stress is associated with lower reports of children?s socioemotional and language development. In addition, maternal psychological appraisals of stress were associated with both socioemotional and language development, whereas reports of environmental stressors were only associated with socioemotional development. Together, these findings suggest that maternal reports of stress are associated with lower maternal report of child development among low-income children. En ligne : http://dx.doi.org/10.1017/s0954579421001759 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 Prospective longitudinal associations between harsh parenting and corticolimbic function during adolescence / Arianna M. GARD in Development and Psychopathology, 34-3 (August 2022)
[article]
Titre : Prospective longitudinal associations between harsh parenting and corticolimbic function during adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Arianna M. GARD, Auteur ; Tyler C. HEIN, Auteur ; Colter MITCHELL, Auteur ; Jeanne BROOKS-GUNN, Auteur ; Sarah S. MCLANAHAN, Auteur ; Christopher S. MONK, Auteur ; Luke W. HYDE, Auteur Article en page(s) : p.981-996 Langues : Anglais (eng) Mots-clés : adversity amygdala corticolimbic harsh parenting socioemotional Index. décimale : PER Périodiques Résumé : Childhood adversity is thought to undermine youth socioemotional development via altered neural function within regions that support emotion processing. These effects are hypothesized to be developmentally specific, with adversity in early childhood sculpting subcortical structures (e.g., amygdala) and adversity during adolescence impacting later-developing structures (e.g., prefrontal cortex; PFC). However, little work has tested these theories directly in humans. Using prospectively collected longitudinal data from the Fragile Families and Child Wellbeing Study (FFCWS) (N = 4,144) and neuroimaging data from a subsample of families recruited in adolescence (N = 162), the current study investigated the trajectory of harsh parenting across childhood (i.e., ages 3 to 9) and how initial levels versus changes in harsh parenting across childhood were associated with corticolimbic activation and connectivity during socioemotional processing. Harsh parenting in early childhood (indexed by the intercept term from a linear growth curve model) was associated with less amygdala, but not PFC, reactivity to angry facial expressions. In contrast, change in harsh parenting across childhood (indexed by the slope term) was associated with less PFC, but not amygdala, activation to angry faces. Increases in, but not initial levels of, harsh parenting were also associated with stronger positive amygdala “PFC connectivity during angry face processing. En ligne : http://dx.doi.org/10.1017/S0954579420001583 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Development and Psychopathology > 34-3 (August 2022) . - p.981-996[article] Prospective longitudinal associations between harsh parenting and corticolimbic function during adolescence [Texte imprimé et/ou numérique] / Arianna M. GARD, Auteur ; Tyler C. HEIN, Auteur ; Colter MITCHELL, Auteur ; Jeanne BROOKS-GUNN, Auteur ; Sarah S. MCLANAHAN, Auteur ; Christopher S. MONK, Auteur ; Luke W. HYDE, Auteur . - p.981-996.
Langues : Anglais (eng)
in Development and Psychopathology > 34-3 (August 2022) . - p.981-996
Mots-clés : adversity amygdala corticolimbic harsh parenting socioemotional Index. décimale : PER Périodiques Résumé : Childhood adversity is thought to undermine youth socioemotional development via altered neural function within regions that support emotion processing. These effects are hypothesized to be developmentally specific, with adversity in early childhood sculpting subcortical structures (e.g., amygdala) and adversity during adolescence impacting later-developing structures (e.g., prefrontal cortex; PFC). However, little work has tested these theories directly in humans. Using prospectively collected longitudinal data from the Fragile Families and Child Wellbeing Study (FFCWS) (N = 4,144) and neuroimaging data from a subsample of families recruited in adolescence (N = 162), the current study investigated the trajectory of harsh parenting across childhood (i.e., ages 3 to 9) and how initial levels versus changes in harsh parenting across childhood were associated with corticolimbic activation and connectivity during socioemotional processing. Harsh parenting in early childhood (indexed by the intercept term from a linear growth curve model) was associated with less amygdala, but not PFC, reactivity to angry facial expressions. In contrast, change in harsh parenting across childhood (indexed by the slope term) was associated with less PFC, but not amygdala, activation to angry faces. Increases in, but not initial levels of, harsh parenting were also associated with stronger positive amygdala “PFC connectivity during angry face processing. En ligne : http://dx.doi.org/10.1017/S0954579420001583 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Parent-Teacher Agreement on Social Skills and Behavior Problems Among Ethnically Diverse Preschoolers with Autism Spectrum Disorder / B. THOMPSON in Journal of Autism and Developmental Disorders, 48-9 (September 2018)
[article]
Titre : Parent-Teacher Agreement on Social Skills and Behavior Problems Among Ethnically Diverse Preschoolers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : B. THOMPSON, Auteur ; A. WINSLER, Auteur Article en page(s) : p.3163-3175 Langues : Anglais (eng) Mots-clés : Autism Behavior Minority Parent-teacher agreement Preschool Socioemotional Index. décimale : PER Périodiques Résumé : Parents and teachers provide complimentary information in the assessment of preschoolers so it is important to understand parent-teacher agreement, especially for children with autism. Parents and teachers rated an ethnically diverse sample of preschoolers with autism (N = 257; 67% Latino) on the Devereux Early Childhood Assessment (LeBuffe and Naglieri in Devereux Early Childhood Assessment: User's guide, Kaplan Press, Lewisville, 1999). Correlations between parent and teacher ratings were moderate and significant for social skills (r = 0.20-0.37) but near zero for behavioral concerns. Parents rated children as having stronger social skills and fewer behavioral concerns than teachers, unlike prior research with typically developing preschoolers. Both informants rated White/other children more positively than minority children on several subscales, although agreement was similar across groups. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3570-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367
in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3163-3175[article] Parent-Teacher Agreement on Social Skills and Behavior Problems Among Ethnically Diverse Preschoolers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / B. THOMPSON, Auteur ; A. WINSLER, Auteur . - p.3163-3175.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3163-3175
Mots-clés : Autism Behavior Minority Parent-teacher agreement Preschool Socioemotional Index. décimale : PER Périodiques Résumé : Parents and teachers provide complimentary information in the assessment of preschoolers so it is important to understand parent-teacher agreement, especially for children with autism. Parents and teachers rated an ethnically diverse sample of preschoolers with autism (N = 257; 67% Latino) on the Devereux Early Childhood Assessment (LeBuffe and Naglieri in Devereux Early Childhood Assessment: User's guide, Kaplan Press, Lewisville, 1999). Correlations between parent and teacher ratings were moderate and significant for social skills (r = 0.20-0.37) but near zero for behavioral concerns. Parents rated children as having stronger social skills and fewer behavioral concerns than teachers, unlike prior research with typically developing preschoolers. Both informants rated White/other children more positively than minority children on several subscales, although agreement was similar across groups. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3570-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367