Adverse Childhood Experiences and Executive Function Difficulties in Children: A Systematic Review

Lund, Jessie; Toombs, Elaine; Radford, Abbey; Boles, Kara; Mushquash, Christopher

doi:10.1016/j.chiabu.2020.104485

Cited by 79 publications

(60 citation statements)

References 58 publications

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“…Since executive functions are proposed to underlie the initiation of flexible, adaptive, and goal‐directed behavior, goal‐setting may help students develop, execute and maintain the necessary steps to realize a particular goal (Gross & Grossman, 2010; McKenzie, 2019). With that said, it is clear that we need a better understanding of the mechanisms through which early‐childhood environmental deprivation embeds biologically to influence brain structure and function (Lund et al, 2020). Only then can we implement evidence‐based school‐ and community‐wide initiatives designed to improve executive function that might lead to better academic outcomes (Sun et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…This is noteworthy because increased exposure to household and community poverty in childhood influences later life brain structure (Johnson et al, 2016; Luby et al, 2013; Taylor et al, 2020) and function (Johnson et al, 2016; Kim et al, 2013; Taylor et al, 2020). Additionally, economic disadvantage is associated with behavioral issues (Dike, 2017), as well as deficits across several cognitive domains such as executive function, attention and concentration, information‐processing speed, learning capacity, and working and modality‐specific memory (Black et al, 2017; Farah, 2017; Haft & Hoeft, 2017; Lund et al, 2020). Clinical profiles reflect not only behavioral problems and cognitive deficits among children raised in lower socioeconomic households, but also inferior language and math abilities, which in turn may contribute to worse performance on standardized academic achievement tests (Schwab & Lew‐Williams, 2016; Sirin, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Child obesity moderates the association between poverty and academic achievement

Kranjac

2021

Psychology in the Schools

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Childhood overweight and obesity are major public health problems in the United States. Children who experience poverty are 1.5 times more likely to suffer with overweight and 1.6 times more likely to have obesity. The extent to which overweight or obesity exacerbates the negative influence of socioeconomic inequality on child academic outcomes has not yet been examined. We estimated the effect of poverty on math and reading achievement trajectories using the Early Childhood Longitudinal Study (ECLS) Kindergarten class of 1998−1999 survey data and multilevel growth curve modeling techniques. Our findings indicate that the impact of obesity status is more pronounced for children from low socioeconomic backgrounds in both reading and math achievement, as well as for children with overweight in reading achievement scores. Thus, we see evidence that overweight and obesity moderate the pathway through which early‐childhood poverty affects school performance. Given that we identified overweight and obesity as putative mechanisms through which socioeconomic deprivation affects academic achievement, focusing on overweight and obesity prevention may alter students’ academic trajectories. Taken together, we see evidence that the combined negative effect of increased weight status and poverty, beyond the independent effects of each, has far‐reaching consequences for educational outcomes.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Child obesity moderates the association between poverty and academic achievement

Kranjac

2021

Psychology in the Schools

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“…Adverse childhood experiences (ACEs) are traumatic events occurring before the age of 18 and are considered an increasing public health crisis. ACEs affect cognitive [ 28 ], social and emotional [ 29 , 30 ], financial [ 31 ], and physical health [ 32 ] domains across the lifespan, with racial and ethnic minorities disproportionally affected [ 33 ].…”

Section: Psychological Co-morbiditiesmentioning

confidence: 99%

The Scarcity of Literature on the Psychological, Social, and Emotional Effects of Gastroparesis in Children

Taft

Doerfler

Edlynn³

et al. 2020

Children

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Gastroparesis (GP) is a chronic, gastric dysmotility disorder with significant morbidity and mortality. The hallmark of GP is the delayed emptying of the contents of the stomach in the absence of any mechanical obstruction. Patients most commonly report chronic symptoms of nausea, vomiting, feeling full quickly when eating, bloating, and abdominal pain. Treatments are limited with relatively poor efficacy. As such, children with GP are at significant risk for the development of psychological co-morbidities. In this paper, we provide a topical review of the scientific literature on the psychological, social, and emotional impacts of gastroparesis in pediatric patients. We aim to document the current state of research, identify gaps in our knowledge with appropriate recommendations for future research directions, and highlight the unique challenges pediatric patients with GP and their families may face as they manage this disease. Based on the current review, research into the psychosocial impacts in children with GP is essentially non-existent. However, when considering research in children with other chronic digestive diseases, children with GP are likely to face multiple psychosocial challenges, including increased risk for anxiety and depression, stigma, and reduced quality of life. These significant gaps in the current understanding of effects of GP across domains of childhood functioning allow for ample opportunities for future studies to address psychosocial outcomes.

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“…The use of subjective well-being as the overall measure of prosperity has gained prominence over the last few years, moving away from traditional macro-economic indicators like GDP [ 2 ]. Much evidence suggests that some of the skills that could contribute to achieving psychological well-being rely on higher-order cognitive processes of general intelligence [ 3 – 5 ] and executive function [ 6 – 8 ]. General intelligence, usually measured using intelligence quotient (IQ) tests, is the ability to acquire knowledge and use it in novel ways [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Cognitive and socio-emotional correlates of psychological well-being and mental health in Guatemalan adults

et al. 2021

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Background Little is known about associations of psychological and mental well-being with cognitive and socioemotional factors in low and middle-income countries, particularly among vulnerable populations born in adverse environments that may restrict developmental potential. This study aimed to examine the cognitive and socioemotional correlates of psychological well-being and mental health in a cohort of Guatemalan adults born in contexts of poverty and malnutrition. Methods From Dec 2017 to Apr 2019, data were collected from 704 women and 564 men ages 40–57 years living in four rural villages in eastern Guatemala and Guatemala City. We measured latent domains of psychological well-being, spirituality and religion, emotional support, and executive function using Confirmatory Factor Analysis (CFA). Under a Structural Equation Modeling framework, we examined intercorrelations among latent domains and observed measures of intelligence and mental health. Results CFA supported the construct validity of factor structures in this population. Correlations of psychological well-being with spirituality and religion were moderate in women (r = 0.68, p < 0.001) and men (r = 0.70, p < 0.001). Executive function was weakly correlated with psychological well-being in men (r = 0.23, p < 0.001) and showed no association in women. Correlations of psychological well-being with emotional support and IQ were weak in women (r = 0.34, and r = 0.15, respectively; p < 0.001 for both) and men (r = 0.35, and r = 0.25, respectively; p < 0.001 for both). Mental health and IQ were weakly correlated in men (r = 0.09, p < 0.05) and showed no association in women. Mental health showed weak correlations with emotional support (r = 0.18, p < 0.001 in women; r = 0.09, p < 0.05 in men), psychological well-being (r = 0.32 and r = 0.35, in women and men respectively; p < 0.001 for both) and showed no association with executive function in both sexes. Conclusions Of all examined factors, spirituality and religion made the greatest contribution to psychological well-being. These findings support the notion that in populations experiencing difficult circumstances, religion can perhaps make a greater contribution to well-being and aid coping. More research is needed to examine mediators of this association.

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Adverse Childhood Experiences and Executive Function Difficulties in Children: A Systematic Review

Cited by 79 publications

References 58 publications

Child obesity moderates the association between poverty and academic achievement

Child obesity moderates the association between poverty and academic achievement

The Scarcity of Literature on the Psychological, Social, and Emotional Effects of Gastroparesis in Children

Cognitive and socio-emotional correlates of psychological well-being and mental health in Guatemalan adults

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