Associations between classroom climate and children's externalizing symptoms: The moderating effect of kindergarten children's parasympathetic reactivity / Danielle S. ROUBINOV in Development and Psychopathology, 32-2 (May 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-2 (May 2020) . - p.661-672 Titre : Associations between classroom climate and children's externalizing symptoms: The moderating effect of kindergarten children's parasympathetic reactivity Type de document : texte imprimé Auteurs : Danielle S. ROUBINOV, Auteur ; Nicole R. BUSH, Auteur ; Melissa J. HAGAN, Auteur ; Jason THOMPSON, Auteur ; W. Thomas BOYCE, Auteur Article en page(s) : p.661-672 Langues : Anglais (eng) Mots-clés : autonomic nervous system  classroom climate  externalizing  parasympathetic reactivity Index. décimale : PER Périodiques Résumé : Classrooms are key social settings that impact children's mental health, though individual differences in physiological reactivity may render children more or less susceptible to classroom environments. In a diverse sample of children from 19 kindergarten classrooms (N = 338, 48% female, M age = 5.32 years), we examined whether children's parasympathetic reactivity moderated the association between classroom climate and externalizing symptoms. Independent observers coded teachers' use of child-centered and teacher-directed instructional practices across classroom social and management domains. Children's respiratory sinus arrhythmia reactivity to challenge tasks was assessed in fall and a multi-informant measure of externalizing was collected in fall and spring. Both the social and the management domains of classroom climate significantly interacted with children's respiratory sinus arrhythmia reactivity to predict spring externalizing symptoms, controlling for fall symptoms. For more reactive children, as classrooms shifted toward greater proportional use of child-centered methods, externalizing symptoms declined, whereas greater use of teacher-dominated practices was associated with increased symptoms. Conversely, among less reactive children, exposure to more teacher-dominated classroom management practices was associated with lower externalizing. Consistent with the theory of biological sensitivity to context, considering variability in children's physiological reactivity aids understanding of the salience of the classroom environment for children's mental health. En ligne : http://dx.doi.org/10.1017/s095457941900052x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Associations between classroom climate and children's externalizing symptoms: The moderating effect of kindergarten children's parasympathetic reactivity [texte imprimé] / Danielle S. ROUBINOV, Auteur ; Nicole R. BUSH, Auteur ; Melissa J. HAGAN, Auteur ; Jason THOMPSON, Auteur ; W. Thomas BOYCE, Auteur . - p.661-672. Langues : Anglais (eng) in Development and Psychopathology > 32-2 (May 2020) . - p.661-672 Mots-clés : autonomic nervous system  classroom climate  externalizing  parasympathetic reactivity Index. décimale : PER Périodiques Résumé : Classrooms are key social settings that impact children's mental health, though individual differences in physiological reactivity may render children more or less susceptible to classroom environments. In a diverse sample of children from 19 kindergarten classrooms (N = 338, 48% female, M age = 5.32 years), we examined whether children's parasympathetic reactivity moderated the association between classroom climate and externalizing symptoms. Independent observers coded teachers' use of child-centered and teacher-directed instructional practices across classroom social and management domains. Children's respiratory sinus arrhythmia reactivity to challenge tasks was assessed in fall and a multi-informant measure of externalizing was collected in fall and spring. Both the social and the management domains of classroom climate significantly interacted with children's respiratory sinus arrhythmia reactivity to predict spring externalizing symptoms, controlling for fall symptoms. For more reactive children, as classrooms shifted toward greater proportional use of child-centered methods, externalizing symptoms declined, whereas greater use of teacher-dominated practices was associated with increased symptoms. Conversely, among less reactive children, exposure to more teacher-dominated classroom management practices was associated with lower externalizing. Consistent with the theory of biological sensitivity to context, considering variability in children's physiological reactivity aids understanding of the salience of the classroom environment for children's mental health. En ligne : http://dx.doi.org/10.1017/s095457941900052x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Associations between multisystem stress reactivity and peer nominated aggression in early childhood vary by sex / Melissa J. HAGAN in Development and Psychopathology, 32-5 (December 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-5 (December 2020) . - p.1888-1898 Titre : Associations between multisystem stress reactivity and peer nominated aggression in early childhood vary by sex Type de document : texte imprimé Auteurs : Melissa J. HAGAN, Auteur ; Danielle S. ROUBINOV, Auteur ; W. Thomas BOYCE, Auteur ; Nicole R. BUSH, Auteur Article en page(s) : p.1888-1898 Langues : Anglais (eng) Mots-clés : *Aggression  Child  Child, Preschool  Female  Humans  Hydrocortisone  Hypothalamo-Hypophyseal System  Male  Pituitary-Adrenal System  *Saliva  Stress, Psychological  *cortisol reactivity  *early childhood  *peer-directed aggression  *sympathetic reactivity Index. décimale : PER Périodiques Résumé : There is emerging evidence that the development of problematic aggression in childhood may be associated with specific physiological stress response patterns, with both biological overactivation and underactivation implicated. This study tested associations between sex-specific patterns of stress responses across the sympathetic nervous system (SNS) and hypothalamic-pituitary-adrenal (HPA) axis and peer nominations of aggression among 271 kindergarten children (Mean age = 5.32 years; 52% Female; 44% White). Upon entry to kindergarten, children participated in a multidomain standardized stress paradigm. Changes in pre-ejection period (PEP) and salivary cortisol were assessed. On a separate day, children provided peer ratings of physical and relational aggression in a standardized interview. As expected, there was a significant three-way interaction between PEP, cortisol reactivity, and sex, but only for physical aggression. Among boys, cortisol reactivity was positively associated with physical aggression only for those with higher SNS reactivity. Findings suggest that for boys, asymmetrical and symmetrical HPA/SNS reactivity may be associated with lower and higher risk for peer-directed physical aggression, respectively. Understanding the complex associations between multisystem physiology, child sex and peer-directed aggression in early childhood may offer insight into individual differences underlying the emergence of behavioral dysregulation in early peer contexts. En ligne : http://dx.doi.org/10.1017/s0954579420001406 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Associations between multisystem stress reactivity and peer nominated aggression in early childhood vary by sex [texte imprimé] / Melissa J. HAGAN, Auteur ; Danielle S. ROUBINOV, Auteur ; W. Thomas BOYCE, Auteur ; Nicole R. BUSH, Auteur . - p.1888-1898. Langues : Anglais (eng) in Development and Psychopathology > 32-5 (December 2020) . - p.1888-1898 Mots-clés : *Aggression  Child  Child, Preschool  Female  Humans  Hydrocortisone  Hypothalamo-Hypophyseal System  Male  Pituitary-Adrenal System  *Saliva  Stress, Psychological  *cortisol reactivity  *early childhood  *peer-directed aggression  *sympathetic reactivity Index. décimale : PER Périodiques Résumé : There is emerging evidence that the development of problematic aggression in childhood may be associated with specific physiological stress response patterns, with both biological overactivation and underactivation implicated. This study tested associations between sex-specific patterns of stress responses across the sympathetic nervous system (SNS) and hypothalamic-pituitary-adrenal (HPA) axis and peer nominations of aggression among 271 kindergarten children (Mean age = 5.32 years; 52% Female; 44% White). Upon entry to kindergarten, children participated in a multidomain standardized stress paradigm. Changes in pre-ejection period (PEP) and salivary cortisol were assessed. On a separate day, children provided peer ratings of physical and relational aggression in a standardized interview. As expected, there was a significant three-way interaction between PEP, cortisol reactivity, and sex, but only for physical aggression. Among boys, cortisol reactivity was positively associated with physical aggression only for those with higher SNS reactivity. Findings suggest that for boys, asymmetrical and symmetrical HPA/SNS reactivity may be associated with lower and higher risk for peer-directed physical aggression, respectively. Understanding the complex associations between multisystem physiology, child sex and peer-directed aggression in early childhood may offer insight into individual differences underlying the emergence of behavioral dysregulation in early peer contexts. En ligne : http://dx.doi.org/10.1017/s0954579420001406 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Child temperament and teacher relationship interactively predict cortisol expression: The prism of classroom climate / Danielle S. ROUBINOV in Development and Psychopathology, 29-5 (December 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-5 (December 2017) . - p.1763-1775 Titre : Child temperament and teacher relationship interactively predict cortisol expression: The prism of classroom climate Type de document : texte imprimé Auteurs : Danielle S. ROUBINOV, Auteur ; Melissa J. HAGAN, Auteur ; W. Thomas BOYCE, Auteur ; Marilyn J. ESSEX, Auteur ; Nicole R. BUSH, Auteur Article en page(s) : p.1763-1775 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Entry into kindergarten is a developmental milestone that children may differentially experience as stressful, with implications for variability in neurobiological functioning. Guided by the goodness-of-fit framework, this study tested the hypothesis that kindergarten children's (N = 338) daily cortisol would be affected by the “match” or “mismatch” between children's temperament and qualities of the classroom relational context. The robustness of these associations was also explored among a separate sample of children in third grade (N = 165). Results among kindergarten children showed negative affectivity and overcontrolled temperament were positively related to cortisol expression within classrooms characterized by lower levels of teacher motivational support, but there was no relation between temperament and cortisol when motivational support was higher. Among third-grade children, negative affectivity was marginally positively related to cortisol at lower levels of teacher–child closeness and unrelated at higher levels of teacher–child closeness. Findings suggest children's cortisol expression depends on the extent to which specific temperamental characteristics “fit” within the relational and contextual qualities of the classroom environment, particularly as children navigate the new roles and relationships that emerge during the transition to formal schooling. Developmentally informed neurobiological research in classrooms may contribute to tailored programmatic efforts to support children's school adjustment. En ligne : http://dx.doi.org/10.1017/S0954579417001389 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323 [article] Child temperament and teacher relationship interactively predict cortisol expression: The prism of classroom climate [texte imprimé] / Danielle S. ROUBINOV, Auteur ; Melissa J. HAGAN, Auteur ; W. Thomas BOYCE, Auteur ; Marilyn J. ESSEX, Auteur ; Nicole R. BUSH, Auteur . - p.1763-1775. Langues : Anglais (eng) in Development and Psychopathology > 29-5 (December 2017) . - p.1763-1775 Index. décimale : PER Périodiques Résumé : Entry into kindergarten is a developmental milestone that children may differentially experience as stressful, with implications for variability in neurobiological functioning. Guided by the goodness-of-fit framework, this study tested the hypothesis that kindergarten children's (N = 338) daily cortisol would be affected by the “match” or “mismatch” between children's temperament and qualities of the classroom relational context. The robustness of these associations was also explored among a separate sample of children in third grade (N = 165). Results among kindergarten children showed negative affectivity and overcontrolled temperament were positively related to cortisol expression within classrooms characterized by lower levels of teacher motivational support, but there was no relation between temperament and cortisol when motivational support was higher. Among third-grade children, negative affectivity was marginally positively related to cortisol at lower levels of teacher–child closeness and unrelated at higher levels of teacher–child closeness. Findings suggest children's cortisol expression depends on the extent to which specific temperamental characteristics “fit” within the relational and contextual qualities of the classroom environment, particularly as children navigate the new roles and relationships that emerge during the transition to formal schooling. Developmentally informed neurobiological research in classrooms may contribute to tailored programmatic efforts to support children's school adjustment. En ligne : http://dx.doi.org/10.1017/S0954579417001389 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323

Developmental consequences of early life stress on risk for psychopathology: Longitudinal associations with children's multisystem physiological regulation and executive functioning / Kristen L. RUDD in Development and Psychopathology, 33-5 (December 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-5 (December 2021) . - p.1759-1773 Titre : Developmental consequences of early life stress on risk for psychopathology: Longitudinal associations with children's multisystem physiological regulation and executive functioning Type de document : texte imprimé Auteurs : Kristen L. RUDD, Auteur ; Danielle S. ROUBINOV, Auteur ; Karen JONES-MASON, Auteur ; Abbey ALKON, Auteur ; Nicole R. BUSH, Auteur Article en page(s) : p.1759-1773 Langues : Anglais (eng) Mots-clés : early adversity  executive functioning  HPA axis  parasympathetic nervous system  sympathetic nervous system Index. décimale : PER Périodiques Résumé : The etiology of psychopathology is multifaceted and warrants consideration of factors at multiple levels and across developmental time. Although experiences of adversity in early life have been associated with increased risk of developing psychopathology, pathways toward maladaptation or resilience are complex and depend upon a variety of factors, including individuals’ physiological regulation and cognitive functioning. Therefore, in a longitudinal cohort of 113 mother–child dyads, we explored associations from early adverse experiences to physiological coregulation across multiple systems and subsequent variations in executive functioning. Latent profile analysis derived multisystem profiles based on children's heart rate, respiratory sinus arrhythmia, pre-ejection period, and cortisol measured during periods of rest and reactivity throughout a developmentally challenging protocol. Three distinct profiles of multisystem regulation emerged: heightened multisystem baseline activity (anticipatory arousal/ autonomic nervous system [ANS] responder), typically adaptive patterns across all systems (active copers/mobilizers), and heightened hypothalamic–pituitary–adrenal (HPA) axis activity (HPA axis responders). Path models revealed that children exposed to adversity before 18 months were more likely to evidence an anticipatory arousal/ANS responders response at 36 months, and children in this profile had lower executive functioning scores than the active copers/mobilizers. In sum, these findings provide important information about potential physiological associations linking early adversity to variations in children's task-based executive functioning. En ligne : http://dx.doi.org/10.1017/S0954579421000730 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Developmental consequences of early life stress on risk for psychopathology: Longitudinal associations with children's multisystem physiological regulation and executive functioning [texte imprimé] / Kristen L. RUDD, Auteur ; Danielle S. ROUBINOV, Auteur ; Karen JONES-MASON, Auteur ; Abbey ALKON, Auteur ; Nicole R. BUSH, Auteur . - p.1759-1773. Langues : Anglais (eng) in Development and Psychopathology > 33-5 (December 2021) . - p.1759-1773 Mots-clés : early adversity  executive functioning  HPA axis  parasympathetic nervous system  sympathetic nervous system Index. décimale : PER Périodiques Résumé : The etiology of psychopathology is multifaceted and warrants consideration of factors at multiple levels and across developmental time. Although experiences of adversity in early life have been associated with increased risk of developing psychopathology, pathways toward maladaptation or resilience are complex and depend upon a variety of factors, including individuals’ physiological regulation and cognitive functioning. Therefore, in a longitudinal cohort of 113 mother–child dyads, we explored associations from early adverse experiences to physiological coregulation across multiple systems and subsequent variations in executive functioning. Latent profile analysis derived multisystem profiles based on children's heart rate, respiratory sinus arrhythmia, pre-ejection period, and cortisol measured during periods of rest and reactivity throughout a developmentally challenging protocol. Three distinct profiles of multisystem regulation emerged: heightened multisystem baseline activity (anticipatory arousal/ autonomic nervous system [ANS] responder), typically adaptive patterns across all systems (active copers/mobilizers), and heightened hypothalamic–pituitary–adrenal (HPA) axis activity (HPA axis responders). Path models revealed that children exposed to adversity before 18 months were more likely to evidence an anticipatory arousal/ANS responders response at 36 months, and children in this profile had lower executive functioning scores than the active copers/mobilizers. In sum, these findings provide important information about potential physiological associations linking early adversity to variations in children's task-based executive functioning. En ligne : http://dx.doi.org/10.1017/S0954579421000730 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Informant-specific reports of peer and teacher relationships buffer the effects of harsh parenting on children's oppositional defiant disorder during kindergarten / Danielle S. ROUBINOV in Development and Psychopathology, 32-1 (February 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-1 (February 2020) . - p.163-174 Titre : Informant-specific reports of peer and teacher relationships buffer the effects of harsh parenting on children's oppositional defiant disorder during kindergarten Type de document : texte imprimé Auteurs : Danielle S. ROUBINOV, Auteur ; W. Thomas BOYCE, Auteur ; Nicole R. BUSH, Auteur Article en page(s) : p.163-174 Langues : Anglais (eng) Mots-clés : externalizing behavior  parenting  peer relationship  teacher-child relationship Index. décimale : PER Périodiques Résumé : Harsh and restrictive parenting are well-established contributors to the development of oppositional defiant disorder (ODD) among children. However, few studies have explored whether interpersonal relationships that develop outside the family environment attenuate the risk for ODD that is associated with harsh parenting. The current study tested multireporter measures of teacher-child closeness and peer acceptance as moderators of the association between harsh parenting and children's ODD as children's social worlds widen during the kindergarten year (N = 338 children, 48% girls, M age = 5.32 years). Harsh parenting interacted with peer nominations of peer acceptance and children's report of teacher-child closeness to predict children's ODD symptoms in the spring, adjusting for fall symptoms. Children exposed to harsh parenting exhibited greater symptom increases when they were less liked/accepted playmates and in the context of lower teacher-child closeness. However, harsh parenting was not associated with symptom change among children with higher levels of peer-nominated acceptance and those who reported closer relationships with teachers. There were no significant interactions using teacher's report of peer acceptance or teacher's report of teacher-child closeness. Findings highlight positive peer and teacher relationships as promising targets of intervention among children exposed to harsh parenting and support the importance of assessing multiple perspectives of children's social functioning. En ligne : http://dx.doi.org/10.1017/s0954579418001499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 [article] Informant-specific reports of peer and teacher relationships buffer the effects of harsh parenting on children's oppositional defiant disorder during kindergarten [texte imprimé] / Danielle S. ROUBINOV, Auteur ; W. Thomas BOYCE, Auteur ; Nicole R. BUSH, Auteur . - p.163-174. Langues : Anglais (eng) in Development and Psychopathology > 32-1 (February 2020) . - p.163-174 Mots-clés : externalizing behavior  parenting  peer relationship  teacher-child relationship Index. décimale : PER Périodiques Résumé : Harsh and restrictive parenting are well-established contributors to the development of oppositional defiant disorder (ODD) among children. However, few studies have explored whether interpersonal relationships that develop outside the family environment attenuate the risk for ODD that is associated with harsh parenting. The current study tested multireporter measures of teacher-child closeness and peer acceptance as moderators of the association between harsh parenting and children's ODD as children's social worlds widen during the kindergarten year (N = 338 children, 48% girls, M age = 5.32 years). Harsh parenting interacted with peer nominations of peer acceptance and children's report of teacher-child closeness to predict children's ODD symptoms in the spring, adjusting for fall symptoms. Children exposed to harsh parenting exhibited greater symptom increases when they were less liked/accepted playmates and in the context of lower teacher-child closeness. However, harsh parenting was not associated with symptom change among children with higher levels of peer-nominated acceptance and those who reported closer relationships with teachers. There were no significant interactions using teacher's report of peer acceptance or teacher's report of teacher-child closeness. Findings highlight positive peer and teacher relationships as promising targets of intervention among children exposed to harsh parenting and support the importance of assessing multiple perspectives of children's social functioning. En ligne : http://dx.doi.org/10.1017/s0954579418001499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415

A longitudinal path model examining the transactional nature of parenting and child externalizing behaviors in a large, sociodemographically diverse sample / Shaikh I. AHMAD in Development and Psychopathology, 37-3 (August 2025)  

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Prenatal depression and risk of child autism-related traits among participants in the Environmental influences on Child Health Outcomes program / Lyndsay A. AVALOS in Autism Research, 16-9 (September 2023)  

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