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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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

Biological sensitivity to context: A test of the hypothesized U-shaped relation between early adversity and stress responsivity / Nila SHAKIBA in Development and Psychopathology, 32-2 (May 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-2 (May 2020) . - p.641-660 Titre : Biological sensitivity to context: A test of the hypothesized U-shaped relation between early adversity and stress responsivity Type de document : Texte imprimé et/ou numérique Auteurs : Nila SHAKIBA, Auteur ; Bruce J. ELLIS, Auteur ; Nicole R. BUSH, Auteur ; W. Thomas BOYCE, Auteur Article en page(s) : p.641-660 Langues : Anglais (eng) Mots-clés : autonomic nervous system  biological sensitivity to context  early adversity  hypothalamic–pituitary–adrenal axis  stress reactivity Index. décimale : PER Périodiques Résumé : We conducted signal detection analyses to test for curvilinear, U-shaped relations between early experiences of adversity and heightened physiological responses to challenge, as proposed by biological sensitivity to context theory. Based on analysis of an ethnically diverse sample of 338 kindergarten children (4-6 years old) and their families, we identified levels and types of adversity that, singly and interactively, predicted high (top 25%) and low (bottom 25%) rates of stress reactivity. The results offered support for the hypothesized U-shaped curve and conceptually replicated and extended the work of Ellis, Essex, and Boyce (2005). Across both sympathetic and adrenocortical systems, a disproportionate number of children growing up under conditions characterized by either low or high adversity (as indexed by restrictive parenting, family stress, and family economic condition) displayed heightened stress reactivity, compared with peers growing up under conditions of moderate adversity. Finally, as hypothesized by the adaptive calibration model, a disproportionate number of children who experienced exceptionally stressful family conditions displayed blunted cortisol reactivity to stress. En ligne : http://dx.doi.org/10.1017/s0954579419000518 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Biological sensitivity to context: A test of the hypothesized U-shaped relation between early adversity and stress responsivity [Texte imprimé et/ou numérique] / Nila SHAKIBA, Auteur ; Bruce J. ELLIS, Auteur ; Nicole R. BUSH, Auteur ; W. Thomas BOYCE, Auteur . - p.641-660. Langues : Anglais (eng) in Development and Psychopathology > 32-2 (May 2020) . - p.641-660 Mots-clés : autonomic nervous system  biological sensitivity to context  early adversity  hypothalamic–pituitary–adrenal axis  stress reactivity Index. décimale : PER Périodiques Résumé : We conducted signal detection analyses to test for curvilinear, U-shaped relations between early experiences of adversity and heightened physiological responses to challenge, as proposed by biological sensitivity to context theory. Based on analysis of an ethnically diverse sample of 338 kindergarten children (4-6 years old) and their families, we identified levels and types of adversity that, singly and interactively, predicted high (top 25%) and low (bottom 25%) rates of stress reactivity. The results offered support for the hypothesized U-shaped curve and conceptually replicated and extended the work of Ellis, Essex, and Boyce (2005). Across both sympathetic and adrenocortical systems, a disproportionate number of children growing up under conditions characterized by either low or high adversity (as indexed by restrictive parenting, family stress, and family economic condition) displayed heightened stress reactivity, compared with peers growing up under conditions of moderate adversity. Finally, as hypothesized by the adaptive calibration model, a disproportionate number of children who experienced exceptionally stressful family conditions displayed blunted cortisol reactivity to stress. En ligne : http://dx.doi.org/10.1017/s0954579419000518 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

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 et/ou numérique 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 et/ou numérique] / 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

Demographic Correlates of Autism: How Do Associations Compare Between Diagnosis and a Quantitative Trait Measure? / Kristen LYALL in Autism Research, 18-3 (March 2025)  

Public ISBD [article]  inAutism Research > 18-3 (March 2025) . - p.648-659 Titre : Demographic Correlates of Autism: How Do Associations Compare Between Diagnosis and a Quantitative Trait Measure? Type de document : Texte imprimé et/ou numérique Auteurs : Kristen LYALL, Auteur ; Aisha S. DICKERSON, Auteur ; Annette M. GREEN, Auteur ; Seth FRNDAK, Auteur ; Lisa A. CROEN, Auteur ; Jennifer L. AMES, Auteur ; Lyndsay A. AVALOS, Auteur ; Judy L. ASCHNER, Auteur ; Nicole R. BUSH, Auteur ; Carlos A. CAMARGO JR, Auteur ; Viren D'SA, Auteur ; Stephen R. DAGER, Auteur ; Anne L. DUNLOP, Auteur ; Assiamira FERRARA, Auteur ; Jody M. GANIBAN, Auteur ; James E. GERN, Auteur ; Tre D. GISSANDANER, Auteur ; J. Carolyn GRAFF, Auteur ; Irva HERTZ-PICCIOTTO, Auteur ; Alison E. HIPWELL, Auteur ; Tengfei MA, Auteur ; Meghan MILLER, Auteur ; Laura MURPHY, Auteur ; Margaret R. KARAGAS, Auteur ; Rachel S. KELLY, Auteur ; Amy MARGOLIS, Auteur ; Daphne KOINIS-MITCHELL, Auteur ; Cindy T. MCEVOY, Auteur ; Daniel MESSINGER, Auteur ; Ruby NGUYEN, Auteur ; Emily OKEN, Auteur ; Sally OZONOFF, Auteur ; Grier P. PAGE, Auteur ; Susan L. SCHANTZ, Auteur ; Rebecca J. SCHMIDT, Auteur ; Coral L. SHUSTER, Auteur ; Julie B. SCHWEITZER, Auteur ; Stephen J. SHEINKOPF, Auteur ; Joseph B. STANFORD, Auteur ; Cindy O. TREVINO, Auteur ; Scott T. WEISS, Auteur ; Heather E. VOLK, Auteur ; Robert M. JOSEPH, Auteur ; Outcomes PROGRAM COLLABORATORS FOR ENVIRONMENTAL INFLUENCES ON CHILD HEALTH, Auteur Article en page(s) : p.648-659 Langues : Anglais (eng) Mots-clés : autism  diagnosis  social responsiveness scale Index. décimale : PER Périodiques Résumé : ABSTRACT Prevalence of autism diagnosis has historically differed by demographic factors. Using data from 8224 participants drawn from the Environmental influences on Child Health Outcomes (ECHO) Program, we examined relationships between demographic factors and parent-reported autism-related traits as captured by the Social Responsiveness Scale (SRS; T score?>?65) and compared these to relations with parent-reported clinician diagnosis of ASD, in generalized linear mixed effects regression analyses. Results suggested lower odds of autism diagnosis, but not of SRS T?>?65, for non-Hispanic Black children (adjusted odds ratio [OR]?=?0.76, 95% CI 0.55, 1.06) relative to non-Hispanic White children. Higher maternal education was associated with reduced odds of both outcomes (OR?=?0.73, 95% CI 0.51, 1.05 for ASD autism diagnosis and 0.4, 95% CI 0.29, 0.55 for SRS score). In addition, results suggested a lower likelihood of autism diagnosis but a higher likelihood of an SRS score?>?65 in Black girls. Findings suggest lower diagnostic recognition of autism in non-Hispanic Black children, despite a similar degree of SRS-assessed autism-related traits falling in the clinically elevated range. Further work is needed to address this disparity. En ligne : https://doi.org/10.1002/aur.3296 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Demographic Correlates of Autism: How Do Associations Compare Between Diagnosis and a Quantitative Trait Measure? [Texte imprimé et/ou numérique] / Kristen LYALL, Auteur ; Aisha S. DICKERSON, Auteur ; Annette M. GREEN, Auteur ; Seth FRNDAK, Auteur ; Lisa A. CROEN, Auteur ; Jennifer L. AMES, Auteur ; Lyndsay A. AVALOS, Auteur ; Judy L. ASCHNER, Auteur ; Nicole R. BUSH, Auteur ; Carlos A. CAMARGO JR, Auteur ; Viren D'SA, Auteur ; Stephen R. DAGER, Auteur ; Anne L. DUNLOP, Auteur ; Assiamira FERRARA, Auteur ; Jody M. GANIBAN, Auteur ; James E. GERN, Auteur ; Tre D. GISSANDANER, Auteur ; J. Carolyn GRAFF, Auteur ; Irva HERTZ-PICCIOTTO, Auteur ; Alison E. HIPWELL, Auteur ; Tengfei MA, Auteur ; Meghan MILLER, Auteur ; Laura MURPHY, Auteur ; Margaret R. KARAGAS, Auteur ; Rachel S. KELLY, Auteur ; Amy MARGOLIS, Auteur ; Daphne KOINIS-MITCHELL, Auteur ; Cindy T. MCEVOY, Auteur ; Daniel MESSINGER, Auteur ; Ruby NGUYEN, Auteur ; Emily OKEN, Auteur ; Sally OZONOFF, Auteur ; Grier P. PAGE, Auteur ; Susan L. SCHANTZ, Auteur ; Rebecca J. SCHMIDT, Auteur ; Coral L. SHUSTER, Auteur ; Julie B. SCHWEITZER, Auteur ; Stephen J. SHEINKOPF, Auteur ; Joseph B. STANFORD, Auteur ; Cindy O. TREVINO, Auteur ; Scott T. WEISS, Auteur ; Heather E. VOLK, Auteur ; Robert M. JOSEPH, Auteur ; Outcomes PROGRAM COLLABORATORS FOR ENVIRONMENTAL INFLUENCES ON CHILD HEALTH, Auteur . - p.648-659. Langues : Anglais (eng) in Autism Research > 18-3 (March 2025) . - p.648-659 Mots-clés : autism  diagnosis  social responsiveness scale Index. décimale : PER Périodiques Résumé : ABSTRACT Prevalence of autism diagnosis has historically differed by demographic factors. Using data from 8224 participants drawn from the Environmental influences on Child Health Outcomes (ECHO) Program, we examined relationships between demographic factors and parent-reported autism-related traits as captured by the Social Responsiveness Scale (SRS; T score?>?65) and compared these to relations with parent-reported clinician diagnosis of ASD, in generalized linear mixed effects regression analyses. Results suggested lower odds of autism diagnosis, but not of SRS T?>?65, for non-Hispanic Black children (adjusted odds ratio [OR]?=?0.76, 95% CI 0.55, 1.06) relative to non-Hispanic White children. Higher maternal education was associated with reduced odds of both outcomes (OR?=?0.73, 95% CI 0.51, 1.05 for ASD autism diagnosis and 0.4, 95% CI 0.29, 0.55 for SRS score). In addition, results suggested a lower likelihood of autism diagnosis but a higher likelihood of an SRS score?>?65 in Black girls. Findings suggest lower diagnostic recognition of autism in non-Hispanic Black children, despite a similar degree of SRS-assessed autism-related traits falling in the clinically elevated range. Further work is needed to address this disparity. En ligne : https://doi.org/10.1002/aur.3296 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

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)  

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Distributional Properties and Criterion Validity of a Shortened Version of the Social Responsiveness Scale: Results from the ECHO Program and Implications for Social Communication Research / K. LYALL in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

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Effects of pre- and postnatal maternal stress on infant temperament and autonomic nervous system reactivity and regulation in a diverse, low-income population / Nicole R. BUSH in Development and Psychopathology, 29-5 (December 2017)  

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Effects of pre- and postnatal maternal stress on infant temperament and autonomic nervous system reactivity and regulation in a diverse, low-income population—CORRIGENDUM / Nicole R. BUSH in Development and Psychopathology, 30-4 (October 2018)  

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Effortful control as a moderator of the relation between contextual risk factors and growth in adjustment problems / Liliana J. LENGUA in Development and Psychopathology, 20-2 (Spring 2008)  

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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)  

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Kindergarten stressors and cumulative adrenocortical activation: The “first straws” of allostatic load? / Nicole R. BUSH in Development and Psychopathology, 23-4 (November 2011)  

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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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Programming the next generation of prenatal programming of stress research: A review and suggestions for the future of the field / Nicole R. BUSH in Development and Psychopathology, 36-5 (December 2024)  

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Reproducibility between preschool and school-age Social Responsiveness Scale forms in the Environmental influences on Child Health Outcomes program / Marisa A. PATTI in Autism Research, 17-5 (May 2024)  

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