Research on the effects of early life adversity, and in particular on the absence of responsive caregiving, has shown long‐term impacts on well‐being and development. These investigations have been conducted both in human populations and in animal models. The work has demonstrated that neglect experienced in the early years can affect not only behavior but also neurobiological functioning. In particular, studies of children in the foster care system show convergence with research on children adopted following institutional rearing in terms of dysregulation of the hypothalamic‐pituitary‐adrenal (HPA) axis, which produces the neuroendocrine hormone cortisol. The characteristic pattern that has been most commonly observed involves diminished diurnal cortisol production, particularly in terms of low levels of cortisol upon awakening. Notably, however, a number of evidence‐based interventions for infant, toddler, and preschool‐aged foster children have been shown to produce more typical patterns of cortisol production, in combination with improved behavioral, socioemotional, and foster care placement outcomes. In this paper, we review the literature on the effects of early disruptions in care on biobehavioral development, and summarize the results of the interventions for young foster children.

Emerging research documents the ways in which task-irrelevant contextual information may influence the opinions and decisions that forensic analysts reach regarding evidence (e.g., Dror and Cole, 2010; National Academy of Sciences, 2009; President's Council of Advisors on Science and Technology, 2016). Consequently, authorities have called for forensic analysts to rely solely on task-relevant information-and to actively avoid task-irrelevant information-when conducting analyses (National Commission on Forensic Science, 2015). In this study, we examined 97 evidence submission forms, used by 148 accredited crime laboratories across the United States, to determine what types of information laboratories solicit when performing latent print analyses. Results indicate that many laboratories request information with no direct relevance to the specific task of latent print comparison. More concerning, approximately one in six forms (16.5%) request information that appears to have a high potential for bias without any discernible relevance to latent print comparison. Solicitations for task-irrelevant information may carry meaningful consequences and current findings inform strategies to reduce the potential for cognitive bias.

In this article, we review the field of early childhood prevention and intervention science, describe noteworthy achievements over the past half-century by researchers in this area, and comment on current issues in need of ongoing attention. Although there have been many successes and noteworthy achievements in the field, in recent decades there has been little progress toward population-level impacts of early intervention. As such, novel empirical methods and revised standards of evidence are needed to complement (rather than replace) existing best practices for the development, implementation, evaluation, and scaling of effective programs.

The majority of children living in foster care in the United States have a history of maltreatment and/or disrupted caregiving. Maltreatment in early childhood adversely affects development at many levels, including neurobiology and behavior. One neurobiological measure associated with maltreatment is alpha electroencephalogram (EEG) asymmetry. Prior research has found greater right frontal asymmetry among children with a history of maltreatment. However, little research has been extended developmentally downward to examine alpha asymmetry and its behavioral correlates among toddlers in foster care; this was the purpose of the present study. Differences in EEG asymmetry were examined between a sample of foster toddlers (mean age = 3.21 years, n = 38) and a community comparison, low-income sample without a history of foster care (mean age = 3.04 years, n = 16). The toddlers in the foster care group exhibited greater right alpha asymmetry, primarily driven by differences in parietal asymmetry. Neither frontal nor parietal asymmetry were clearly related to internalizing or externalizing behaviors, measured concurrently or at previous time points. These findings reveal differences in alpha EEG asymmetry among toddlers in foster care, and highlight the need to better understand associations between neurobiological and behavioral functioning following early adversity.

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