Antenatal maternal stress and long-term effects on child neurodevelopment: how and why? / Nicole M. TALGE in Journal of Child Psychology and Psychiatry, 48-3/4 (March/April 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-3/4 (March/April 2007) . - p.245–261 Titre : Antenatal maternal stress and long-term effects on child neurodevelopment: how and why? Type de document : texte imprimé Auteurs : Nicole M. TALGE, Auteur ; Charles R. NEAL, Auteur ; Vivette GLOVER, Auteur Année de publication : 2007 Article en page(s) : p.245–261 Langues : Anglais (eng) Mots-clés : Antenatal prenatal stress anxiety child-neurodevelopment attention-deficit/hyperactivity HPA-axis cortisol Index. décimale : PER Périodiques Résumé : We review a significant body of evidence from independent prospective studies that if a mother is stressed while pregnant, her child is substantially more likely to have emotional or cognitive problems, including an increased risk of attentional deficit/hyperactivity, anxiety, and language delay. These findings are independent of effects due to maternal postnatal depression and anxiety. We still do not know what forms of anxiety or stress are most detrimental, but research suggests that the relationship with the partner can be important in this respect. The magnitude of these effects is clinically significant, as the attributable load of emotional/behavioral problems due to antenatal stress and/or anxiety is approximately 15%. Animal models suggest that activity of the stress-responsive hypothalamic-pituitary-adrenal (HPA) axis and its hormonal end-product cortisol are involved in these effects in both mother and offspring. The fetal environment can be altered if stress in the mother changes her hormonal profile, and in humans, there is a strong correlation between maternal and fetal cortisol levels. However, many problems remain in understanding the mechanisms involved in this interaction. For example, maternal cortisol responses to stress decline over the course of pregnancy, and earlier in pregnancy, the link between maternal and fetal cortisol is less robust. It is possible that the effects of maternal anxiety and stress on the developing fetus and child are moderated by other factors such as a maternal diet (e.g., protein load). It is suggested that extra vigilance or anxiety, readily distracted attention, or a hyper-responsive HPA axis may have been adaptive in a stressful environment during evolution, but exists today at the cost of vulnerability to neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01714.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=948 [article] Antenatal maternal stress and long-term effects on child neurodevelopment: how and why? [texte imprimé] / Nicole M. TALGE, Auteur ; Charles R. NEAL, Auteur ; Vivette GLOVER, Auteur . - 2007 . - p.245–261. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-3/4 (March/April 2007) . - p.245–261 Mots-clés : Antenatal prenatal stress anxiety child-neurodevelopment attention-deficit/hyperactivity HPA-axis cortisol Index. décimale : PER Périodiques Résumé : We review a significant body of evidence from independent prospective studies that if a mother is stressed while pregnant, her child is substantially more likely to have emotional or cognitive problems, including an increased risk of attentional deficit/hyperactivity, anxiety, and language delay. These findings are independent of effects due to maternal postnatal depression and anxiety. We still do not know what forms of anxiety or stress are most detrimental, but research suggests that the relationship with the partner can be important in this respect. The magnitude of these effects is clinically significant, as the attributable load of emotional/behavioral problems due to antenatal stress and/or anxiety is approximately 15%. Animal models suggest that activity of the stress-responsive hypothalamic-pituitary-adrenal (HPA) axis and its hormonal end-product cortisol are involved in these effects in both mother and offspring. The fetal environment can be altered if stress in the mother changes her hormonal profile, and in humans, there is a strong correlation between maternal and fetal cortisol levels. However, many problems remain in understanding the mechanisms involved in this interaction. For example, maternal cortisol responses to stress decline over the course of pregnancy, and earlier in pregnancy, the link between maternal and fetal cortisol is less robust. It is possible that the effects of maternal anxiety and stress on the developing fetus and child are moderated by other factors such as a maternal diet (e.g., protein load). It is suggested that extra vigilance or anxiety, readily distracted attention, or a hyper-responsive HPA axis may have been adaptive in a stressful environment during evolution, but exists today at the cost of vulnerability to neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01714.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=948

Trajectories of attention problems in preschoolers born very preterm / Francisco Xavier CASTELLANOS ; Brian S. CARTER ; Jennifer CHECK ; Jennifer HELDERMAN ; Julie A. HOFHEIMER ; Elisabeth C. MCGOWAN ; Charles R. NEAL ; Steven L. PASTYRNAK ; Lynne M. SMITH ; T. Michael O'SHEA ; Carmen J. MARSIT ; Barry M. LESTER in Journal of Child Psychology and Psychiatry, 66-5 (May 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-5 (May 2025) . - p.667-676 Titre : Trajectories of attention problems in preschoolers born very preterm Type de document : texte imprimé Auteurs : Francisco Xavier CASTELLANOS, Auteur ; Brian S. CARTER, Auteur ; Jennifer CHECK, Auteur ; Jennifer HELDERMAN, Auteur ; Julie A. HOFHEIMER, Auteur ; Elisabeth C. MCGOWAN, Auteur ; Charles R. NEAL, Auteur ; Steven L. PASTYRNAK, Auteur ; Lynne M. SMITH, Auteur ; T. Michael O'SHEA, Auteur ; Carmen J. MARSIT, Auteur ; Barry M. LESTER, Auteur Article en page(s) : p.667-676 Langues : Anglais (eng) Mots-clés : Attention problems  attention deficit hyperactivity disorder  preterm  preschool  trajectories Index. décimale : PER Périodiques Résumé : Background Children born preterm are at heightened risk for neurodevelopmental impairment, including specific deficits in attention. Few studies have investigated change over time in attention problems prior to school entry. The current study aims to describe trajectories of attention problems from age 2 through 5 years in a cohort of children born <30 weeks of gestational age (GA), identify sociodemographic, medical, and neurobehavioral characteristics associated with attention trajectories, and test whether attention problem trajectories predict the risk of a reported attention-deficit/hyperactivity disorder (ADHD) diagnosis. Methods We studied 608 infants from the Neonatal Neurobehavior and Outcomes in Very Preterm Infants (NOVI) Study, a prospective, multisite study of infants born <30 weeks of GA. Parents reported on child attention problems at ages 2, 3, 4, and 5 years using the Child Behavior Checklist and the Behavior Assessment System for Children. Sociodemographic and medical characteristics were assessed via maternal interview and medical record review. Neurobehavioral characteristics were determined using neonatal and 2-year assessments. Parent report of child ADHD diagnosis was obtained. We used latent growth curve (LGC) modeling to test our study aims. Results A linear LGC model provided the best fit to the data. The average trajectory of attention problems evidenced low initial levels of symptoms and little change over time, yet there was significant heterogeneity in both initial levels and change over time. Individual differences in trajectory parameters were associated with sociodemographic, medical, environmental, and neurobehavioral characteristics. Children with higher initial levels of attention problems as well as steeper increases in attention problems over time were more likely to have a reported ADHD diagnosis. Conclusions There is significant heterogeneity in trajectories of attention problems from age 2 to 5 in children born <30 weeks of GA and these differences have clinical relevance. These data could inform follow-up guidelines for preterm infants. En ligne : https://doi.org/10.1111/jcpp.14074 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] Trajectories of attention problems in preschoolers born very preterm [texte imprimé] / Francisco Xavier CASTELLANOS, Auteur ; Brian S. CARTER, Auteur ; Jennifer CHECK, Auteur ; Jennifer HELDERMAN, Auteur ; Julie A. HOFHEIMER, Auteur ; Elisabeth C. MCGOWAN, Auteur ; Charles R. NEAL, Auteur ; Steven L. PASTYRNAK, Auteur ; Lynne M. SMITH, Auteur ; T. Michael O'SHEA, Auteur ; Carmen J. MARSIT, Auteur ; Barry M. LESTER, Auteur . - p.667-676. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-5 (May 2025) . - p.667-676 Mots-clés : Attention problems  attention deficit hyperactivity disorder  preterm  preschool  trajectories Index. décimale : PER Périodiques Résumé : Background Children born preterm are at heightened risk for neurodevelopmental impairment, including specific deficits in attention. Few studies have investigated change over time in attention problems prior to school entry. The current study aims to describe trajectories of attention problems from age 2 through 5 years in a cohort of children born <30 weeks of gestational age (GA), identify sociodemographic, medical, and neurobehavioral characteristics associated with attention trajectories, and test whether attention problem trajectories predict the risk of a reported attention-deficit/hyperactivity disorder (ADHD) diagnosis. Methods We studied 608 infants from the Neonatal Neurobehavior and Outcomes in Very Preterm Infants (NOVI) Study, a prospective, multisite study of infants born <30 weeks of GA. Parents reported on child attention problems at ages 2, 3, 4, and 5 years using the Child Behavior Checklist and the Behavior Assessment System for Children. Sociodemographic and medical characteristics were assessed via maternal interview and medical record review. Neurobehavioral characteristics were determined using neonatal and 2-year assessments. Parent report of child ADHD diagnosis was obtained. We used latent growth curve (LGC) modeling to test our study aims. Results A linear LGC model provided the best fit to the data. The average trajectory of attention problems evidenced low initial levels of symptoms and little change over time, yet there was significant heterogeneity in both initial levels and change over time. Individual differences in trajectory parameters were associated with sociodemographic, medical, environmental, and neurobehavioral characteristics. Children with higher initial levels of attention problems as well as steeper increases in attention problems over time were more likely to have a reported ADHD diagnosis. Conclusions There is significant heterogeneity in trajectories of attention problems from age 2 to 5 in children born <30 weeks of GA and these differences have clinical relevance. These data could inform follow-up guidelines for preterm infants. En ligne : https://doi.org/10.1111/jcpp.14074 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

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