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Auteur Cynthia E. ROGERS |
Documents disponibles écrits par cet auteur (4)



Maternal intelligence quotient (IQ) predicts IQ and language in very preterm children at age 5 years / Rachel E. LEAN in Journal of Child Psychology and Psychiatry, 59-2 (February 2018)
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[article]
Titre : Maternal intelligence quotient (IQ) predicts IQ and language in very preterm children at age 5 years Type de document : Texte imprimé et/ou numérique Auteurs : Rachel E. LEAN, Auteur ; Rachel A. PAUL, Auteur ; Christopher D. SMYSER, Auteur ; Cynthia E. ROGERS, Auteur Article en page(s) : p.150-159 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Sociodemographic factors are linked to cognitive outcomes in children born very preterm (VPT; ?30 weeks gestation). The influence of maternal intellectual ability, a heritable trait, is unknown. Also undetermined is the extent to which associations between maternal and child intellectual ability vary according to parenting behaviors that target cognitive stimulation in the home. Methods At age 5 years, 84 VPT and 38 demographically matched full?term (FT) children underwent neurodevelopmental assessment. Children's intellectual ability was assessed using The Wechsler Preschool Primary Scale of Intelligence?III, and language was assessed with the Clinical Evaluation of Language Fundamentals Preschool?2. The Wechsler Test of Adult Reading estimated maternal intellectual ability. The StimQ?Preschool questionnaire provided a measure of cognitive stimulation in the home. Linear mixed?effects models examined independent effects and interactions between maternal intellectual ability and cognitive stimulation on children's outcomes. Results After covariate adjustment, maternal intellectual ability was associated with child intellectual (p < .001) and language (p = .002) abilities. Stronger associations were observed in FT mother–child dyads (B = .63, p = .04) than VPT dyads (B = .42, p = .01). Mothers of VPT children reported lower levels of Parental Involvement in Developmental Advance (p = .007) and Parental Verbal Responsiveness (p = .04). Group differences in Parental Involvement in Developmental Advance, but not Parental Verbal Responsivity, persisted after adjusting for social background (p = .03). There was no evidence of an interaction between maternal intellectual ability and Parental Involvement in Developmental Advance (p = .34). Instead, maternal intellectual ability (p < .001) and Parental Involvement in Developmental Advance (p = .05) independently predicted VPT children's outcomes. Conclusions Maternal intellectual ability is an important trait linked to VPT and FT children's intellectual and language outcomes. Prematurity increases variation in the heritability of intellectual ability and shifts children from the expected range based on maternal ability. Parental involvement in activities that help children master new skills may promote cognitive development in VPT children born to mothers of lower intellectual ability. En ligne : https://doi.org/10.1111/jcpp.12810 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339
in Journal of Child Psychology and Psychiatry > 59-2 (February 2018) . - p.150-159[article] Maternal intelligence quotient (IQ) predicts IQ and language in very preterm children at age 5 years [Texte imprimé et/ou numérique] / Rachel E. LEAN, Auteur ; Rachel A. PAUL, Auteur ; Christopher D. SMYSER, Auteur ; Cynthia E. ROGERS, Auteur . - p.150-159.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 59-2 (February 2018) . - p.150-159
Index. décimale : PER Périodiques Résumé : Background Sociodemographic factors are linked to cognitive outcomes in children born very preterm (VPT; ?30 weeks gestation). The influence of maternal intellectual ability, a heritable trait, is unknown. Also undetermined is the extent to which associations between maternal and child intellectual ability vary according to parenting behaviors that target cognitive stimulation in the home. Methods At age 5 years, 84 VPT and 38 demographically matched full?term (FT) children underwent neurodevelopmental assessment. Children's intellectual ability was assessed using The Wechsler Preschool Primary Scale of Intelligence?III, and language was assessed with the Clinical Evaluation of Language Fundamentals Preschool?2. The Wechsler Test of Adult Reading estimated maternal intellectual ability. The StimQ?Preschool questionnaire provided a measure of cognitive stimulation in the home. Linear mixed?effects models examined independent effects and interactions between maternal intellectual ability and cognitive stimulation on children's outcomes. Results After covariate adjustment, maternal intellectual ability was associated with child intellectual (p < .001) and language (p = .002) abilities. Stronger associations were observed in FT mother–child dyads (B = .63, p = .04) than VPT dyads (B = .42, p = .01). Mothers of VPT children reported lower levels of Parental Involvement in Developmental Advance (p = .007) and Parental Verbal Responsiveness (p = .04). Group differences in Parental Involvement in Developmental Advance, but not Parental Verbal Responsivity, persisted after adjusting for social background (p = .03). There was no evidence of an interaction between maternal intellectual ability and Parental Involvement in Developmental Advance (p = .34). Instead, maternal intellectual ability (p < .001) and Parental Involvement in Developmental Advance (p = .05) independently predicted VPT children's outcomes. Conclusions Maternal intellectual ability is an important trait linked to VPT and FT children's intellectual and language outcomes. Prematurity increases variation in the heritability of intellectual ability and shifts children from the expected range based on maternal ability. Parental involvement in activities that help children master new skills may promote cognitive development in VPT children born to mothers of lower intellectual ability. En ligne : https://doi.org/10.1111/jcpp.12810 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 Psychiatric outcomes at age seven for very preterm children: rates and predictors / Karli TREYVAUD in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)
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Titre : Psychiatric outcomes at age seven for very preterm children: rates and predictors Type de document : Texte imprimé et/ou numérique Auteurs : Karli TREYVAUD, Auteur ; Alexandra URE, Auteur ; Lex W. DOYLE, Auteur ; Katherine J. LEE, Auteur ; Cynthia E. ROGERS, Auteur ; Hiroyuki KIDOKORO, Auteur ; Terrie E. INDER, Auteur ; Peter J. ANDERSON, Auteur Article en page(s) : p.772-779 Langues : Anglais (eng) Mots-clés : Preterm psychiatric disorder brain abnormality predictor mental health Index. décimale : PER Périodiques Résumé : Background: Uncertainty remains about the rate of specific psychiatric disorders and associated predictive factors for very preterm (VPT) children. The aims of this study were to document rates of psychiatric disorders in VPT children aged 7 years compared with term born children, and to examine potential predictive factors for psychiatric diagnoses in VPT children. Methods: Participants were 177 VPT and 65 term born children. Perinatal medical data were collected, which included brain abnormalities detected using magnetic resonance imaging. The Infant-Toddler Social-Emotional Assessment (ITSEA) and Strengths and Difficulties Questionnaire (SDQ) were administered at 2 and 5 years respectively. At 7 years of age, the Developmental and Well-being Assessment (DAWBA) was used to indicate psychiatric diagnoses. Results: Compared with term born children, VPT children had three times the odds of meeting criteria for any psychiatric diagnosis at age 7 years (odds ratio 3.03; 95% confidence interval 1.23, 7.47, p = .02). The most common diagnoses were anxiety disorders (11% VPT, 8% term), attention-deficit/hyperactivity disorder (10% VPT, 3% term) and autism spectrum disorder (4.5% VPT, 0% term). For VPT children, those with severe global brain abnormalities (p = .02), those who displayed social-emotional problems at age 5 (p = .000) and those with higher social risk at age 7 (p = .001) were more likely to meet criteria for a psychiatric illness at age 7. Conclusions: Compared with term born children, VPT children have higher rates of psychiatric diagnoses at early school age, predicted by neonatal brain abnormalities, prior social-emotional problems and social factors. En ligne : http://dx.doi.org/10.1111/jcpp.12040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203
in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.772-779[article] Psychiatric outcomes at age seven for very preterm children: rates and predictors [Texte imprimé et/ou numérique] / Karli TREYVAUD, Auteur ; Alexandra URE, Auteur ; Lex W. DOYLE, Auteur ; Katherine J. LEE, Auteur ; Cynthia E. ROGERS, Auteur ; Hiroyuki KIDOKORO, Auteur ; Terrie E. INDER, Auteur ; Peter J. ANDERSON, Auteur . - p.772-779.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.772-779
Mots-clés : Preterm psychiatric disorder brain abnormality predictor mental health Index. décimale : PER Périodiques Résumé : Background: Uncertainty remains about the rate of specific psychiatric disorders and associated predictive factors for very preterm (VPT) children. The aims of this study were to document rates of psychiatric disorders in VPT children aged 7 years compared with term born children, and to examine potential predictive factors for psychiatric diagnoses in VPT children. Methods: Participants were 177 VPT and 65 term born children. Perinatal medical data were collected, which included brain abnormalities detected using magnetic resonance imaging. The Infant-Toddler Social-Emotional Assessment (ITSEA) and Strengths and Difficulties Questionnaire (SDQ) were administered at 2 and 5 years respectively. At 7 years of age, the Developmental and Well-being Assessment (DAWBA) was used to indicate psychiatric diagnoses. Results: Compared with term born children, VPT children had three times the odds of meeting criteria for any psychiatric diagnosis at age 7 years (odds ratio 3.03; 95% confidence interval 1.23, 7.47, p = .02). The most common diagnoses were anxiety disorders (11% VPT, 8% term), attention-deficit/hyperactivity disorder (10% VPT, 3% term) and autism spectrum disorder (4.5% VPT, 0% term). For VPT children, those with severe global brain abnormalities (p = .02), those who displayed social-emotional problems at age 5 (p = .000) and those with higher social risk at age 7 (p = .001) were more likely to meet criteria for a psychiatric illness at age 7. Conclusions: Compared with term born children, VPT children have higher rates of psychiatric diagnoses at early school age, predicted by neonatal brain abnormalities, prior social-emotional problems and social factors. En ligne : http://dx.doi.org/10.1111/jcpp.12040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 Socioeconomic disadvantage and parental mood/affective problems links negative parenting and executive dysfunction in children born very preterm / Rachel E. LEAN in Development and Psychopathology, 35-3 (August 2023)
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Titre : Socioeconomic disadvantage and parental mood/affective problems links negative parenting and executive dysfunction in children born very preterm Type de document : Texte imprimé et/ou numérique Auteurs : Rachel E. LEAN, Auteur ; Emily D. GERSTEIN, Auteur ; Tara A. SMYSER, Auteur ; Christopher D. SMYSER, Auteur ; Cynthia E. ROGERS, Auteur Article en page(s) : p.1092-1107 Langues : Anglais (eng) Mots-clés : executive function parenting poverty prematurity Index. décimale : PER Périodiques Résumé : Poverty increases the risk of poorer executive function (EF) in children born full-term (FT). Stressors associated with poverty, including variability in parenting behavior, may explain links between poverty and poorer EF, but this remains unclear for children born very preterm (VPT). We examine socioeconomic and parental psychosocial adversity on parenting behavior, and whether these factors independently or jointly influence EF in children born VPT. At age five years, 154 children (VPT = 88, FT = 66) completed parent-child interaction and EF tasks. Parental sensitivity, intrusiveness, cognitive stimulation, and positive and negative regard were coded with the Parent-Child Interaction Rating Scale. Socioeconomic adversity spanned maternal demographic stressors, Income-to-Needs ratio, and Area Deprivation Index. Parents completed measures of depression, anxiety, inattention/hyperactivity, parenting stress, and social-communication interaction (SCI) problems. Parental SCI problems were associated with parenting behavior in parents of children born VPT, whereas socioeconomic adversity was significant in parents of FT children. Negative parenting behaviors, but not positive parenting behaviors, were related to child EF. This association was explained by parental depression/anxiety symptoms and socioeconomic adversity. Results persisted after adjustment for parent and child IQ. Findings may inform research on dyadic interventions that embed treatment for parental mood/affective symptoms and SCI problems to improve childhood EF. En ligne : http://dx.doi.org/10.1017/S0954579421000961 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510
in Development and Psychopathology > 35-3 (August 2023) . - p.1092-1107[article] Socioeconomic disadvantage and parental mood/affective problems links negative parenting and executive dysfunction in children born very preterm [Texte imprimé et/ou numérique] / Rachel E. LEAN, Auteur ; Emily D. GERSTEIN, Auteur ; Tara A. SMYSER, Auteur ; Christopher D. SMYSER, Auteur ; Cynthia E. ROGERS, Auteur . - p.1092-1107.
Langues : Anglais (eng)
in Development and Psychopathology > 35-3 (August 2023) . - p.1092-1107
Mots-clés : executive function parenting poverty prematurity Index. décimale : PER Périodiques Résumé : Poverty increases the risk of poorer executive function (EF) in children born full-term (FT). Stressors associated with poverty, including variability in parenting behavior, may explain links between poverty and poorer EF, but this remains unclear for children born very preterm (VPT). We examine socioeconomic and parental psychosocial adversity on parenting behavior, and whether these factors independently or jointly influence EF in children born VPT. At age five years, 154 children (VPT = 88, FT = 66) completed parent-child interaction and EF tasks. Parental sensitivity, intrusiveness, cognitive stimulation, and positive and negative regard were coded with the Parent-Child Interaction Rating Scale. Socioeconomic adversity spanned maternal demographic stressors, Income-to-Needs ratio, and Area Deprivation Index. Parents completed measures of depression, anxiety, inattention/hyperactivity, parenting stress, and social-communication interaction (SCI) problems. Parental SCI problems were associated with parenting behavior in parents of children born VPT, whereas socioeconomic adversity was significant in parents of FT children. Negative parenting behaviors, but not positive parenting behaviors, were related to child EF. This association was explained by parental depression/anxiety symptoms and socioeconomic adversity. Results persisted after adjustment for parent and child IQ. Findings may inform research on dyadic interventions that embed treatment for parental mood/affective symptoms and SCI problems to improve childhood EF. En ligne : http://dx.doi.org/10.1017/S0954579421000961 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 Translating RDoC to real-world impact in developmental psychopathology: A neurodevelopmental framework for application of mental health risk calculators / Leigha A. MACNEILL in Development and Psychopathology, 33-5 (December 2021)
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Titre : Translating RDoC to real-world impact in developmental psychopathology: A neurodevelopmental framework for application of mental health risk calculators Type de document : Texte imprimé et/ou numérique Auteurs : Leigha A. MACNEILL, Auteur ; Norrina B. ALLEN, Auteur ; Roshaye B. POLEON, Auteur ; Teresa VARGAS, Auteur ; K. Juston OSBORNE, Auteur ; Katherine S. F. DAMME, Auteur ; Deanna M. BARCH, Auteur ; Sheila KROGH-JESPERSEN, Auteur ; Ashley N. NIELSEN, Auteur ; Elizabeth S. NORTON, Auteur ; Christopher D. SMYSER, Auteur ; Cynthia E. ROGERS, Auteur ; Joan L. LUBY, Auteur ; Vijay A. MITTAL, Auteur ; Lauren S. WAKSCHLAG, Auteur Article en page(s) : p.1665-1684 Langues : Anglais (eng) Mots-clés : developmental change prevention/intervention psychopathology RDoC risk calculator Index. décimale : PER Périodiques Résumé : The National Institute of Mental Health's Research Domain Criteria (RDoC) framework has prompted a paradigm shift from categorical psychiatric disorders to considering multiple levels of vulnerability for probabilistic risk of disorder. However, the lack of neurodevelopmentally based tools for clinical decision making has limited the real-world impact of the RDoC. Integration with developmental psychopathology principles and statistical methods actualize the clinical implementation of RDoC to inform neurodevelopmental risk. In this conceptual paper, we introduce the probabilistic mental health risk calculator as an innovation for such translation and lay out a research agenda for generating an RDoC- and developmentally informed paradigm that could be applied to predict a range of developmental psychopathologies from early childhood to young adulthood. We discuss methods that weigh the incremental utility for prediction based on intensity and burden of assessment, the addition of developmental change patterns, considerations for assessing outcomes, and integrative data approaches. Throughout, we illustrate the risk calculator approach with different neurodevelopmental pathways and phenotypes. Finally, we discuss real-world implementation of these methods for improving early identification and prevention of developmental psychopathology. We propose that mental health risk calculators can build a needed bridge between the RDoC multiple units of analysis and developmental science. En ligne : http://dx.doi.org/10.1017/S0954579421000651 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457
in Development and Psychopathology > 33-5 (December 2021) . - p.1665-1684[article] Translating RDoC to real-world impact in developmental psychopathology: A neurodevelopmental framework for application of mental health risk calculators [Texte imprimé et/ou numérique] / Leigha A. MACNEILL, Auteur ; Norrina B. ALLEN, Auteur ; Roshaye B. POLEON, Auteur ; Teresa VARGAS, Auteur ; K. Juston OSBORNE, Auteur ; Katherine S. F. DAMME, Auteur ; Deanna M. BARCH, Auteur ; Sheila KROGH-JESPERSEN, Auteur ; Ashley N. NIELSEN, Auteur ; Elizabeth S. NORTON, Auteur ; Christopher D. SMYSER, Auteur ; Cynthia E. ROGERS, Auteur ; Joan L. LUBY, Auteur ; Vijay A. MITTAL, Auteur ; Lauren S. WAKSCHLAG, Auteur . - p.1665-1684.
Langues : Anglais (eng)
in Development and Psychopathology > 33-5 (December 2021) . - p.1665-1684
Mots-clés : developmental change prevention/intervention psychopathology RDoC risk calculator Index. décimale : PER Périodiques Résumé : The National Institute of Mental Health's Research Domain Criteria (RDoC) framework has prompted a paradigm shift from categorical psychiatric disorders to considering multiple levels of vulnerability for probabilistic risk of disorder. However, the lack of neurodevelopmentally based tools for clinical decision making has limited the real-world impact of the RDoC. Integration with developmental psychopathology principles and statistical methods actualize the clinical implementation of RDoC to inform neurodevelopmental risk. In this conceptual paper, we introduce the probabilistic mental health risk calculator as an innovation for such translation and lay out a research agenda for generating an RDoC- and developmentally informed paradigm that could be applied to predict a range of developmental psychopathologies from early childhood to young adulthood. We discuss methods that weigh the incremental utility for prediction based on intensity and burden of assessment, the addition of developmental change patterns, considerations for assessing outcomes, and integrative data approaches. Throughout, we illustrate the risk calculator approach with different neurodevelopmental pathways and phenotypes. Finally, we discuss real-world implementation of these methods for improving early identification and prevention of developmental psychopathology. We propose that mental health risk calculators can build a needed bridge between the RDoC multiple units of analysis and developmental science. En ligne : http://dx.doi.org/10.1017/S0954579421000651 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457