Between- and within-child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children / Paul L. MORGAN ; Mark T. GREENBERG ; Tricia A. ZUCKER ; Susan H. LANDRY in Journal of Child Psychology and Psychiatry, 65-8 (August 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-8 (August 2024) . - p.1010-1021 Titre : Between- and within-child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children Type de document : texte imprimé Auteurs : Paul L. MORGAN, Auteur ; Mark T. GREENBERG, Auteur ; Tricia A. ZUCKER, Auteur ; Susan H. LANDRY, Auteur Article en page(s) : p.1010-1021 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Both transactional and common etiological models have been proposed as explanations of why externalizing behavior problems (EBP) and internalizing behavior problems (IBP) co-occur in children. Yet little research has empirically evaluated these competing theoretical explanations. We examined whether EBP and IBP are transactionally related at the within-child level while also identifying antecedents commonly associated with between-child differences in underlying stability of both EBP and IBP across elementary school. Methods We analyzed a nationally representative and longitudinal sample of US schoolchildren (N = 7,326; 51% male) using random-intercept cross-lagged panel modeling (RI-CLPM). We used teacher ratings of EBP and IBP as annually assessed from the spring of kindergarten (Mage = 6.12 years) through the spring of 5th grade (Mage = 11.09 years). Early childhood antecedents included child internal (i.e. inhibitory control, cognitive flexibility, working memory, and language/literacy) and external factors (i.e. parental warmth, harsh parenting, parenting stress, and maternal depressive symptoms). Results We found little evidence for within-child, transactional relations between EBP and IBP. Both types of behavior problems instead were substantially associated at the between-child level. Inhibitory control was the strongest common antecedent that explained this longitudinal overlap. Cognitive flexibility, working memory, language/literacy skills, and maternal depression contributed specifically to the stability of IBP. Measures of parenting were specific to the stability of EBP. Conclusions Common etiological factors rather than transactional relations better explain the co-occurrence of EBP and IBP during elementary school. Inhibitory control is a promising target of early intervention efforts for schoolchildren at risk of displaying both EBP and IBP. En ligne : https://doi.org/10.1111/jcpp.13950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] Between- and within-child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children [texte imprimé] / Paul L. MORGAN, Auteur ; Mark T. GREENBERG, Auteur ; Tricia A. ZUCKER, Auteur ; Susan H. LANDRY, Auteur . - p.1010-1021. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-8 (August 2024) . - p.1010-1021 Index. décimale : PER Périodiques Résumé : Background Both transactional and common etiological models have been proposed as explanations of why externalizing behavior problems (EBP) and internalizing behavior problems (IBP) co-occur in children. Yet little research has empirically evaluated these competing theoretical explanations. We examined whether EBP and IBP are transactionally related at the within-child level while also identifying antecedents commonly associated with between-child differences in underlying stability of both EBP and IBP across elementary school. Methods We analyzed a nationally representative and longitudinal sample of US schoolchildren (N = 7,326; 51% male) using random-intercept cross-lagged panel modeling (RI-CLPM). We used teacher ratings of EBP and IBP as annually assessed from the spring of kindergarten (Mage = 6.12 years) through the spring of 5th grade (Mage = 11.09 years). Early childhood antecedents included child internal (i.e. inhibitory control, cognitive flexibility, working memory, and language/literacy) and external factors (i.e. parental warmth, harsh parenting, parenting stress, and maternal depressive symptoms). Results We found little evidence for within-child, transactional relations between EBP and IBP. Both types of behavior problems instead were substantially associated at the between-child level. Inhibitory control was the strongest common antecedent that explained this longitudinal overlap. Cognitive flexibility, working memory, language/literacy skills, and maternal depression contributed specifically to the stability of IBP. Measures of parenting were specific to the stability of EBP. Conclusions Common etiological factors rather than transactional relations better explain the co-occurrence of EBP and IBP during elementary school. Inhibitory control is a promising target of early intervention efforts for schoolchildren at risk of displaying both EBP and IBP. En ligne : https://doi.org/10.1111/jcpp.13950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532

Over-Time Estimates of Sociodemographic Disparities in Autism Identification in U.S. Elementary Schools / Paul L. MORGAN in Autism, 30-6 (June 2026)  

Public ISBD [article]  inAutism > 30-6 (June 2026) . - p.1488-1503 Titre : Over-Time Estimates of Sociodemographic Disparities in Autism Identification in U.S. Elementary Schools Type de document : texte imprimé Auteurs : Paul L. MORGAN, Auteur ; Eric HENGYU HU, Auteur Article en page(s) : p.1488-1503 Langues : Anglais (eng) Mots-clés : autism  disparities  elementary school  multilingual learners  students of color Index. décimale : PER Périodiques Résumé : Whether and to what extent sociodemographic disparities in school-based autism identification have been occurring in U.S. elementary schools is currently unclear. We investigated for disparities attributable to race, ethnicity, biological sex, family income, and language use by analyzing repeated cross-sectional data collected on very large samples of U.S. fourth graders participating in the National Assessment of Educational Progress from 2003 to 2022 (ns = 103,150–205,860). Multivariable logistic regression models accounting for potential confounds including student-level academic achievement and school-level resources repeatedly indicated that students of color, females, students from low-income families, and multilingual learners (MLs) are less likely to be identified with autism while attending U.S. elementary schools. These disparities have been largely stable over time, particularly for Black students, females, and MLs. Health and educational policies that ensure equal access to autism supports and services in U.S. elementary schools including by students from historically marginalized communities are warranted.Plain Language SummaryStudents of Color, Females, Students from Low-income Families, and Multilingual Learners Are Less Likely to be Identified with Autism While Attending U.S. Elementary SchoolsWhether students who are Black or Hispanic, females, from low-income families, or who are multilingual learners have been less likely to be identified with autism while attending U.S. elementary schools is currently unclear. Prior work reports conflicting findings and has often been unable to approximate contrasts between similarly situated students including those displaying the same levels of academic achievement and who are attending the same schools. Such contrasts of similarly situated students are necessary to better evaluate for the possibility of differential treatment due to biased or discriminatory practices. We used statistical methods to account for potential alternative explanatory factors (e.g. differences in family income, language use, or academic achievement) to better approximate contrasts between similarly situated students. Doing so provides stronger evidence of disparities in school-based autism identification attributable to race, ethnicity, biological sex, family income, and language use and not instead to alternative explanatory factors. To investigate how these disparities have changed across time, we analyzed very large cross-sectional samples of fourth-grade students from 2003 to 2022. These analyses repeatedly indicated that students who are White, boys, those from higher-income families, or students who are English-speaking are more likely to be identified with autism than students of color, females, those from low-income families, or students who are multilingual learners including among those who are displaying similar levels of academic achievement and who are attending the same schools. Although autism prevalence rates have increased for students from historically marginalized communities, students from these communities are still less likely to be identified with autism while attending U.S. elementary schools. Efforts are needed to ensure equal access to autism services and supports among students attending U.S. elementary schools. En ligne : https://dx.doi.org/10.1177/13623613261434432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586 [article] Over-Time Estimates of Sociodemographic Disparities in Autism Identification in U.S. Elementary Schools [texte imprimé] / Paul L. MORGAN, Auteur ; Eric HENGYU HU, Auteur . - p.1488-1503. Langues : Anglais (eng) in Autism > 30-6 (June 2026) . - p.1488-1503 Mots-clés : autism  disparities  elementary school  multilingual learners  students of color Index. décimale : PER Périodiques Résumé : Whether and to what extent sociodemographic disparities in school-based autism identification have been occurring in U.S. elementary schools is currently unclear. We investigated for disparities attributable to race, ethnicity, biological sex, family income, and language use by analyzing repeated cross-sectional data collected on very large samples of U.S. fourth graders participating in the National Assessment of Educational Progress from 2003 to 2022 (ns = 103,150–205,860). Multivariable logistic regression models accounting for potential confounds including student-level academic achievement and school-level resources repeatedly indicated that students of color, females, students from low-income families, and multilingual learners (MLs) are less likely to be identified with autism while attending U.S. elementary schools. These disparities have been largely stable over time, particularly for Black students, females, and MLs. Health and educational policies that ensure equal access to autism supports and services in U.S. elementary schools including by students from historically marginalized communities are warranted.Plain Language SummaryStudents of Color, Females, Students from Low-income Families, and Multilingual Learners Are Less Likely to be Identified with Autism While Attending U.S. Elementary SchoolsWhether students who are Black or Hispanic, females, from low-income families, or who are multilingual learners have been less likely to be identified with autism while attending U.S. elementary schools is currently unclear. Prior work reports conflicting findings and has often been unable to approximate contrasts between similarly situated students including those displaying the same levels of academic achievement and who are attending the same schools. Such contrasts of similarly situated students are necessary to better evaluate for the possibility of differential treatment due to biased or discriminatory practices. We used statistical methods to account for potential alternative explanatory factors (e.g. differences in family income, language use, or academic achievement) to better approximate contrasts between similarly situated students. Doing so provides stronger evidence of disparities in school-based autism identification attributable to race, ethnicity, biological sex, family income, and language use and not instead to alternative explanatory factors. To investigate how these disparities have changed across time, we analyzed very large cross-sectional samples of fourth-grade students from 2003 to 2022. These analyses repeatedly indicated that students who are White, boys, those from higher-income families, or students who are English-speaking are more likely to be identified with autism than students of color, females, those from low-income families, or students who are multilingual learners including among those who are displaying similar levels of academic achievement and who are attending the same schools. Although autism prevalence rates have increased for students from historically marginalized communities, students from these communities are still less likely to be identified with autism while attending U.S. elementary schools. Efforts are needed to ensure equal access to autism services and supports among students attending U.S. elementary schools. En ligne : https://dx.doi.org/10.1177/13623613261434432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586

Racial/ethnic disparities in ADHD diagnosis by kindergarten entry / Paul L. MORGAN in Journal of Child Psychology and Psychiatry, 55-8 (August 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.905-913 Titre : Racial/ethnic disparities in ADHD diagnosis by kindergarten entry Type de document : texte imprimé Auteurs : Paul L. MORGAN, Auteur ; Marianne M. HILLEMEIER, Auteur ; George FARKAS, Auteur ; Steve MACZUGA, Auteur Article en page(s) : p.905-913 Langues : Anglais (eng) Mots-clés : ADHD  racial/ethnic minorities  disparities  diagnosis  preschool Index. décimale : PER Périodiques Résumé : Background Whether and to what extent racial/ethnic disparities in attention-deficit/hyperactivity disorder (ADHD) diagnosis occur by kindergarten entry is currently unknown. We investigated risk factors associated with an ADHD diagnosis by kindergarten entry generally, and specifically whether racial/ethnic disparities in ADHD diagnosis occur by this very early time period. Methods Secondary analysis of data from children enrolled in the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a large, nationally representative cohort of US children born in 2001. Data include information from birth certificates, parent and teacher questionnaires, and in-person developmental assessments conducted with children at intervals from 9 months through kindergarten entry. The analytic sample included children enrolled in the ECLS-B at the 60-month assessment (N = 6,550). Results Black children in the United States were 70% (1 – OR of .30) less likely to receive an ADHD diagnosis than otherwise similar White children. Hispanic children initially appeared to be underdiagnosed for ADHD. However, their disparity with Whites became statistically nonsignificant after controlling for whether a language other than English was primarily spoken in the home. Analyses of kindergarten teacher-reported classroom behavior indicated that neither Black nor Hispanic children displayed less frequent ADHD-related behaviors than Whites. Conclusions Although they are not less likely to display ADHD-related behaviors, children who are Black or being raised in households where non-English is primarily spoken are less likely than otherwise similar White children to be diagnosed with ADHD in the US. En ligne : http://dx.doi.org/10.1111/jcpp.12204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237 [article] Racial/ethnic disparities in ADHD diagnosis by kindergarten entry [texte imprimé] / Paul L. MORGAN, Auteur ; Marianne M. HILLEMEIER, Auteur ; George FARKAS, Auteur ; Steve MACZUGA, Auteur . - p.905-913. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.905-913 Mots-clés : ADHD  racial/ethnic minorities  disparities  diagnosis  preschool Index. décimale : PER Périodiques Résumé : Background Whether and to what extent racial/ethnic disparities in attention-deficit/hyperactivity disorder (ADHD) diagnosis occur by kindergarten entry is currently unknown. We investigated risk factors associated with an ADHD diagnosis by kindergarten entry generally, and specifically whether racial/ethnic disparities in ADHD diagnosis occur by this very early time period. Methods Secondary analysis of data from children enrolled in the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a large, nationally representative cohort of US children born in 2001. Data include information from birth certificates, parent and teacher questionnaires, and in-person developmental assessments conducted with children at intervals from 9 months through kindergarten entry. The analytic sample included children enrolled in the ECLS-B at the 60-month assessment (N = 6,550). Results Black children in the United States were 70% (1 – OR of .30) less likely to receive an ADHD diagnosis than otherwise similar White children. Hispanic children initially appeared to be underdiagnosed for ADHD. However, their disparity with Whites became statistically nonsignificant after controlling for whether a language other than English was primarily spoken in the home. Analyses of kindergarten teacher-reported classroom behavior indicated that neither Black nor Hispanic children displayed less frequent ADHD-related behaviors than Whites. Conclusions Although they are not less likely to display ADHD-related behaviors, children who are Black or being raised in households where non-English is primarily spoken are less likely than otherwise similar White children to be diagnosed with ADHD in the US. En ligne : http://dx.doi.org/10.1111/jcpp.12204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237

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