Behavioral and electrophysiological indices of inhibitory control in maltreated adolescents and nonmaltreated adolescents / Jacqueline BRUCE in Development and Psychopathology, 34-3 (August 2022)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-3 (August 2022) . - p.1054-1063 Titre : Behavioral and electrophysiological indices of inhibitory control in maltreated adolescents and nonmaltreated adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Jacqueline BRUCE, Auteur ; Hyoun K. KIM, Auteur Article en page(s) : p.1054-1063 Langues : Anglais (eng) Mots-clés : adolescence  child maltreatment  event-related potential  go/no-go task  inhibitory control Index. décimale : PER Périodiques Résumé : Early adverse experiences are believed to have a profound effect on inhibitory control and the underlying neural regions. In the current study, behavioral and event-related potential (ERP) data were collected during a go/no-go task from adolescents who were involved with the child welfare system due to child maltreatment (n = 129) and low-income, nonmaltreated adolescents (n = 102). The nonmaltreated adolescents were more accurate than the maltreated adolescents on the go/no-go task, particularly on the no-go trials. Paralleling the results with typically developing populations, the nonmaltreated adolescents displayed a more pronounced amplitude of the N2 during the no-go trials than during the go trials. However, the maltreated adolescents demonstrated a more pronounced amplitude of the N2 during the go trials than during the no-go trials. Furthermore, while the groups did not differ during the go trials, the nonmaltreated adolescents displayed a more negative amplitude of the N2 than the maltreated adolescents during no-go trials. In contrast, there was not a significant group difference in amplitude of the P3. Taken together, these results provide evidence that the early adverse experiences encountered by maltreated populations impact inhibitory control and the underlying neural activity in early adolescence. En ligne : http://dx.doi.org/10.1017/S0954579420001819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Behavioral and electrophysiological indices of inhibitory control in maltreated adolescents and nonmaltreated adolescents [Texte imprimé et/ou numérique] / Jacqueline BRUCE, Auteur ; Hyoun K. KIM, Auteur . - p.1054-1063. Langues : Anglais (eng) in Development and Psychopathology > 34-3 (August 2022) . - p.1054-1063 Mots-clés : adolescence  child maltreatment  event-related potential  go/no-go task  inhibitory control Index. décimale : PER Périodiques Résumé : Early adverse experiences are believed to have a profound effect on inhibitory control and the underlying neural regions. In the current study, behavioral and event-related potential (ERP) data were collected during a go/no-go task from adolescents who were involved with the child welfare system due to child maltreatment (n = 129) and low-income, nonmaltreated adolescents (n = 102). The nonmaltreated adolescents were more accurate than the maltreated adolescents on the go/no-go task, particularly on the no-go trials. Paralleling the results with typically developing populations, the nonmaltreated adolescents displayed a more pronounced amplitude of the N2 during the no-go trials than during the go trials. However, the maltreated adolescents demonstrated a more pronounced amplitude of the N2 during the go trials than during the no-go trials. Furthermore, while the groups did not differ during the go trials, the nonmaltreated adolescents displayed a more negative amplitude of the N2 than the maltreated adolescents during no-go trials. In contrast, there was not a significant group difference in amplitude of the P3. Taken together, these results provide evidence that the early adverse experiences encountered by maltreated populations impact inhibitory control and the underlying neural activity in early adolescence. En ligne : http://dx.doi.org/10.1017/S0954579420001819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Disinhibited social behavior among internationally adopted children / Jacqueline BRUCE in Development and Psychopathology, 21-1 (January 2009)  

Public ISBD [article]  inDevelopment and Psychopathology > 21-1 (January 2009) . - p.157-171 Titre : Disinhibited social behavior among internationally adopted children Type de document : Texte imprimé et/ou numérique Auteurs : Jacqueline BRUCE, Auteur ; Megan R. GUNNAR, Auteur ; Amanda R. TARULLO, Auteur Année de publication : 2009 Article en page(s) : p.157-171 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Postinstitutionalized children frequently demonstrate persistent socioemotional difficulties. For example, some postinstitutionalized children display an unusual lack of social reserve with unfamiliar adults. This behavior, which has been referred to as indiscriminate friendliness, disinhibited attachment behavior, and disinhibited social behavior, was examined by comparing children internationally adopted from institutional care to children internationally adopted from foster care and children raised by their biological families. Etiological factors and behavioral correlates were also investigated. Both groups of adopted children displayed more disinhibited social behavior than the nonadopted children. Of the etiological factors examined, only the length of time in institutional care was related to disinhibited social behavior. Disinhibited social behavior was not significantly correlated with general cognitive ability, attachment-related behaviors, or basic emotion abilities. However, this behavior was negatively associated with inhibitory control abilities even after controlling for the length of time in institutional care. These results suggest that disinhibited social behavior might reflect underlying deficits in inhibitory control. En ligne : http://dx.doi.org/10.1017/s0954579409000108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=680 [article] Disinhibited social behavior among internationally adopted children [Texte imprimé et/ou numérique] / Jacqueline BRUCE, Auteur ; Megan R. GUNNAR, Auteur ; Amanda R. TARULLO, Auteur . - 2009 . - p.157-171. Langues : Anglais (eng) in Development and Psychopathology > 21-1 (January 2009) . - p.157-171 Index. décimale : PER Périodiques Résumé : Postinstitutionalized children frequently demonstrate persistent socioemotional difficulties. For example, some postinstitutionalized children display an unusual lack of social reserve with unfamiliar adults. This behavior, which has been referred to as indiscriminate friendliness, disinhibited attachment behavior, and disinhibited social behavior, was examined by comparing children internationally adopted from institutional care to children internationally adopted from foster care and children raised by their biological families. Etiological factors and behavioral correlates were also investigated. Both groups of adopted children displayed more disinhibited social behavior than the nonadopted children. Of the etiological factors examined, only the length of time in institutional care was related to disinhibited social behavior. Disinhibited social behavior was not significantly correlated with general cognitive ability, attachment-related behaviors, or basic emotion abilities. However, this behavior was negatively associated with inhibitory control abilities even after controlling for the length of time in institutional care. These results suggest that disinhibited social behavior might reflect underlying deficits in inhibitory control. En ligne : http://dx.doi.org/10.1017/s0954579409000108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=680

Effects of a school readiness intervention on electrophysiological indices of external response monitoring in children in foster care / Jacqueline BRUCE in Development and Psychopathology, 33-3 (August 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-3 (August 2021) . - p.832-842 Titre : Effects of a school readiness intervention on electrophysiological indices of external response monitoring in children in foster care Type de document : Texte imprimé et/ou numérique Auteurs : Jacqueline BRUCE, Auteur ; Katherine C. PEARS, Auteur ; Jennifer Martin MCDERMOTT, Auteur ; Nathan A. FOX, Auteur ; Philip A. FISHER, Auteur Article en page(s) : p.832-842 Langues : Anglais (eng) Mots-clés : event-related potential  foster care  preventive intervention  response monitoring  school readiness Index. décimale : PER Périodiques Résumé : This study examined the impact of a school readiness intervention on external response monitoring in children in foster care. Behavioral and event-related potential (ERP) data were collected during a flanker task from children who received the Kids In Transition to School (KITS) Program (n = 26) and children who received services as usual (n = 19) before and after the intervention. While there were no significant group differences on the behavioral data, the ERP data for the two groups of children significantly differed. Specifically, in contrast to the children who received services as usual, the children who received the KITS Program displayed greater amplitude differences between positive and negative performance feedback over time for the N1, which reflects early attention processes, and feedback-related negativity, which reflects evaluation processes. In addition, although the two groups did not differ on amplitude differences between positive and negative performance feedback for these ERP components before the intervention, the children who received the KITS Program displayed greater amplitude differences than the children who received services as usual after the intervention. These results suggest that the KITS Program had an effect on responsivity to external performance feedback, which may be beneficial during the transition into kindergarten. En ligne : http://dx.doi.org/10.1017/S0954579420000164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457 [article] Effects of a school readiness intervention on electrophysiological indices of external response monitoring in children in foster care [Texte imprimé et/ou numérique] / Jacqueline BRUCE, Auteur ; Katherine C. PEARS, Auteur ; Jennifer Martin MCDERMOTT, Auteur ; Nathan A. FOX, Auteur ; Philip A. FISHER, Auteur . - p.832-842. Langues : Anglais (eng) in Development and Psychopathology > 33-3 (August 2021) . - p.832-842 Mots-clés : event-related potential  foster care  preventive intervention  response monitoring  school readiness Index. décimale : PER Périodiques Résumé : This study examined the impact of a school readiness intervention on external response monitoring in children in foster care. Behavioral and event-related potential (ERP) data were collected during a flanker task from children who received the Kids In Transition to School (KITS) Program (n = 26) and children who received services as usual (n = 19) before and after the intervention. While there were no significant group differences on the behavioral data, the ERP data for the two groups of children significantly differed. Specifically, in contrast to the children who received services as usual, the children who received the KITS Program displayed greater amplitude differences between positive and negative performance feedback over time for the N1, which reflects early attention processes, and feedback-related negativity, which reflects evaluation processes. In addition, although the two groups did not differ on amplitude differences between positive and negative performance feedback for these ERP components before the intervention, the children who received the KITS Program displayed greater amplitude differences than the children who received services as usual after the intervention. These results suggest that the KITS Program had an effect on responsivity to external performance feedback, which may be beneficial during the transition into kindergarten. En ligne : http://dx.doi.org/10.1017/S0954579420000164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457

Effects of a school readiness intervention on hypothalamus–pituitary–adrenal axis functioning and school adjustment for children in foster care / Alice M. GRAHAM in Development and Psychopathology, 30-2 (May 2018)  

Public ISBD [article]  inDevelopment and Psychopathology > 30-2 (May 2018) . - p.651-664 Titre : Effects of a school readiness intervention on hypothalamus–pituitary–adrenal axis functioning and school adjustment for children in foster care Type de document : Texte imprimé et/ou numérique Auteurs : Alice M. GRAHAM, Auteur ; Katherine C. PEARS, Auteur ; Hyoun K. KIM, Auteur ; Jacqueline BRUCE, Auteur ; Philip A. FISHER, Auteur Article en page(s) : p.651-664 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Maltreated children in foster care are at high risk for dysregulated hypothalamus–pituitary–adrenal (HPA) axis functioning and educational difficulties. The present study examined the effects of a short-term school readiness intervention on HPA axis functioning in response to the start of kindergarten, a critical transition marking entry to formal schooling, and whether altered HPA axis functioning influenced children's school adjustment. Compared to a foster care comparison group, children in the intervention group showed a steeper diurnal cortisol slope on the first day of school, a pattern previously observed among nonmaltreated children. A steeper first day of school diurnal cortisol slope predicted teacher ratings of better school adjustment (i.e., academic performance, appropriate classroom behaviors, and engagement in learning) in the fall of kindergarten. Furthermore, the children's HPA axis response to the start of school mediated the effect of the intervention on school adjustment. These findings support the potential for ameliorative effects of interventions targeting critical transitional periods, such as the transition of formal schooling. This school readiness intervention appears to influence stress neurobiology, which in turn facilitates positive engagement with the school environment and better school adjustment in children who have experienced significant early adversity. En ligne : http://dx.doi.org/10.1017/S0954579417001171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=359 [article] Effects of a school readiness intervention on hypothalamus–pituitary–adrenal axis functioning and school adjustment for children in foster care [Texte imprimé et/ou numérique] / Alice M. GRAHAM, Auteur ; Katherine C. PEARS, Auteur ; Hyoun K. KIM, Auteur ; Jacqueline BRUCE, Auteur ; Philip A. FISHER, Auteur . - p.651-664. Langues : Anglais (eng) in Development and Psychopathology > 30-2 (May 2018) . - p.651-664 Index. décimale : PER Périodiques Résumé : Maltreated children in foster care are at high risk for dysregulated hypothalamus–pituitary–adrenal (HPA) axis functioning and educational difficulties. The present study examined the effects of a short-term school readiness intervention on HPA axis functioning in response to the start of kindergarten, a critical transition marking entry to formal schooling, and whether altered HPA axis functioning influenced children's school adjustment. Compared to a foster care comparison group, children in the intervention group showed a steeper diurnal cortisol slope on the first day of school, a pattern previously observed among nonmaltreated children. A steeper first day of school diurnal cortisol slope predicted teacher ratings of better school adjustment (i.e., academic performance, appropriate classroom behaviors, and engagement in learning) in the fall of kindergarten. Furthermore, the children's HPA axis response to the start of school mediated the effect of the intervention on school adjustment. These findings support the potential for ameliorative effects of interventions targeting critical transitional periods, such as the transition of formal schooling. This school readiness intervention appears to influence stress neurobiology, which in turn facilitates positive engagement with the school environment and better school adjustment in children who have experienced significant early adversity. En ligne : http://dx.doi.org/10.1017/S0954579417001171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=359

Growth delay as an index of allostatic load in young children: Predictions to disinhibited social approach and diurnal cortisol activity / Anna E. JOHNSON in Development and Psychopathology, 23-3 (August 2011)  

Public ISBD [article]  inDevelopment and Psychopathology > 23-3 (August 2011) . - p.859-871 Titre : Growth delay as an index of allostatic load in young children: Predictions to disinhibited social approach and diurnal cortisol activity Type de document : Texte imprimé et/ou numérique Auteurs : Anna E. JOHNSON, Auteur ; Jacqueline BRUCE, Auteur ; Amanda R. TARULLO, Auteur ; Megan R. GUNNAR, Auteur Année de publication : 2011 Article en page(s) : p.859-871 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The goal of this study was to examine whether growth delay can serve as an index of allostatic load during early development, as it is well known that the activity of stress-mediating systems inhibits growth. The participants were children adopted internationally from institutional care (n = 36), children adopted internationally from foster care (n = 26), and nonadopted children (n = 35). For the adopted children, height for age and weight for height were assessed at adoption; for all children, disinhibited social approach (DSA; termed elsewhere as “indiscriminate friendliness”) and diurnal cortisol were assessed at 6–8 years (M = 6.9 years). For internationally adopted children in general, and postinstitutionalized children specifically, linear growth delay assessed at the time of adoption was associated with more dysregulated behavior in response to an unfamiliar adult (i.e., greater DSA) and a more dysregulated diurnal cortisol rhythm (i.e., higher late afternoon and evening values). Further, among the most growth-delayed children, higher cortisol levels later in the day were correlated with DSA. The potential for using growth delay as an allostatic load indicator and the possible problems and limitations in its use in child populations are discussed. En ligne : http://dx.doi.org/10.1017/S0954579411000356 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132 [article] Growth delay as an index of allostatic load in young children: Predictions to disinhibited social approach and diurnal cortisol activity [Texte imprimé et/ou numérique] / Anna E. JOHNSON, Auteur ; Jacqueline BRUCE, Auteur ; Amanda R. TARULLO, Auteur ; Megan R. GUNNAR, Auteur . - 2011 . - p.859-871. Langues : Anglais (eng) in Development and Psychopathology > 23-3 (August 2011) . - p.859-871 Index. décimale : PER Périodiques Résumé : The goal of this study was to examine whether growth delay can serve as an index of allostatic load during early development, as it is well known that the activity of stress-mediating systems inhibits growth. The participants were children adopted internationally from institutional care (n = 36), children adopted internationally from foster care (n = 26), and nonadopted children (n = 35). For the adopted children, height for age and weight for height were assessed at adoption; for all children, disinhibited social approach (DSA; termed elsewhere as “indiscriminate friendliness”) and diurnal cortisol were assessed at 6–8 years (M = 6.9 years). For internationally adopted children in general, and postinstitutionalized children specifically, linear growth delay assessed at the time of adoption was associated with more dysregulated behavior in response to an unfamiliar adult (i.e., greater DSA) and a more dysregulated diurnal cortisol rhythm (i.e., higher late afternoon and evening values). Further, among the most growth-delayed children, higher cortisol levels later in the day were correlated with DSA. The potential for using growth delay as an allostatic load indicator and the possible problems and limitations in its use in child populations are discussed. En ligne : http://dx.doi.org/10.1017/S0954579411000356 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132

Income, neural executive processes, and preschool children's executive control / Erika J. RUBERRY in Development and Psychopathology, 29-1 (February 2017)  

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Neurobiological, Cognitive, and Behavioral Consequences of Child Maltreatment / Katherine C. PEARS

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Patterns of brain activation in foster children and nonmaltreated children during an inhibitory control task / Jacqueline BRUCE in Development and Psychopathology, 25-4 (November 2013)  

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