Attention regulation in low‐risk very low birth weight preschoolers: the influence of child temperament and parental sensitivity

Davis, Deborah Winders; Harris, Ruby C.; Burns, Barbara

doi:10.1080/03004430802673961

Cited by 5 publications

(8 citation statements)

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“…However, some basic comparative analyses including the premature low-birth-weight twins in our study revealed no disadvantage in terms of language and attention in relation to their singleton counterparts. Finally, variables such as child temperament, maternal sensitivity, and heritability of language and attention disorders should be controlled for in future studies, since they have been shown to relate to attention and language outcomes [ 54 - 56 ]. Items covering history of language delay and child temperament have been already incorporated in the MoBa questionnaires and can be used in future studies.…”

Section: Discussionmentioning

confidence: 99%

Attention problems and language development in preterm low-birth-weight children: Cross-lagged relations from 18 to 36 months

et al. 2011

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BackgroundResearch has highlighted a series of persistent deficits in cognitive ability in preterm low-birth-weight children. Language and attention problems are among these deficits, although the nature of the relation between attention and language in early development is not well known. This study represents a preliminary attempt to shed light on the relations between attention problems and language development in preterm low-birth-weight children.MethodsThe aim of this study was to analyse reciprocal influences between language and attention problems from 18 to 36 months. We used maternal reports on attention problems and language ability referring to a sample of 1288 premature low-birth-weight infants, collected as part of the Norwegian Mother and Child Cohort Study (MoBa). A sample of children born full-term was used as the control group (N = 37010). Cross-lagged panel analyses were carried out to study reciprocal influences between attention problems and language.ResultsLanguage ability at 18 months did not significantly predict attention problems at 36 months, adjusting for attention problems at 18 months. Attention problems at 18 months significantly predicted changes in language ability from 18 to 36 months, pointing to a precursor role of attention in relation to language in children born preterm. Gender, age corrected for prematurity, and mother's education emerged as important covariates.ConclusionsPreliminary evidence was found for a precursor role of early attention problems in relation to language in prematurity. This finding can contribute to a better understanding of the developmental pathways of attention and language and lead to better management of unfavourable outcomes associated with co-morbid attention and language difficulties.

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Section: Discussionmentioning

confidence: 99%

Attention problems and language development in preterm low-birth-weight children: Cross-lagged relations from 18 to 36 months

et al. 2011

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“…Parenting is a critical determinant of child outcomes and it is clear that parent-child interactions and the way in which parents structure the environment are key elements in developmental outcomes for all children, but especially those at greatest risk. 13,[36][37][38][39][40][41][42][43][44][45][46][47][48] Whether the children are typically developing, at risk for attention and other behavioral problems, or have the diagnosis of ADHD; sensitive and responsive parenting has implications for school readiness, academic achievement, and long-term developmental outcomes. The further development of evidence-based parenting programs and delivery methods for both prevention and treatment of behavior problems, including attention problems, in children has potential for improved outcomes and reduction of resource allocation for remedial intervention services.…”

Section: Psychosocial and Parent Education Interventionsmentioning

confidence: 99%

“…There is a large and growing body of literature suggesting that parents and other adult caregivers serve an important role in terms of young children's regulatory abilities in both typically developing children and those who are at risk for failures in regulatory functioning. 44,45,[49][50][51][52][53][54][55][56][57][58][59][60] The development of attention skills is one area in which parents appear to have an important role. Developmental researchers now recognize that the development of attention regulation skills occurs as a dynamic and continuous interaction between the child and his or her physical and social environments.…”

Section: Psychosocial and Parent Education Interventionsmentioning

confidence: 99%

“…Developmental researchers now recognize that the development of attention regulation skills occurs as a dynamic and continuous interaction between the child and his or her physical and social environments. 44,58,[61][62][63][64] In this model, parents serve as regulators of children's attention until they are able to regulate their own attentional processes. Scaffolding is a term that has been used to describe these supportive parenting behaviors.…”

Section: Psychosocial and Parent Education Interventionsmentioning

confidence: 99%

“…Scaffolding is a term that has been used to describe these supportive parenting behaviors. 44,45,62,[65][66][67][68] When providing an effective scaffold, parents provide only enough assistance, by offering suggestions, hints, and prompts; to allow the child to successfully complete the task at hand. 60 This supportive presence by the parent allows the child to select appropriate behaviors and problem-solving strategies to begin building competency.…”

Section: Psychosocial and Parent Education Interventionsmentioning

confidence: 99%

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Attention Deficit/Hyperactivity Disorder in Preschool-Age Children: Issues and Concerns

Davis

Williams

2010

Clin Pediatr (Phila)

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The diagnosis of attention deficit/hyperactivity disorder (ADHD) in children has been steadily increasing over the past 10 years. ADHD is associated with numerous health, behavioral, social, and academic outcomes. The use of medication is common for the treatment of ADHD. However, the evidence base for pharmacological and non-pharmacological treatments for children younger than 6 years of age is limited. Both short-term and long-term studies of efficacy and safety of all interventions are needed in this population, especially the use of psychotropic medications. Understanding the long-term effects of psychotropic medication on the developing brains of preschoolers has important implications for outcomes into adulthood. Nonpharmacologic evidence-based interventions are available and should serve as the first line of treatment in this population. Future research needs include further evidence regarding specific curricula, dose, duration, delivery methods, and staff training to ensure optimal intervention outcomes.

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The integrative model of family stress underlying Spanish and English vocabulary development in Mexican American children: Unique effects of financial and sociocultural hardships.

Yeo¹,

Flagg²,

Lin³

et al. 2021

Developmental Psychology

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Early oral language development lays an essential foundation for academic and socioemotional competencies but is vulnerable to the impact of family stress. Despite robust evidence that family stress affects early oral language development in monolingual samples, little is known about whether the family stress processes affecting language acquisition are similar among dual language learners. Furthermore, although Mexican American families often face stressors related to their ethnic minority and immigrant status, no studies to date have tested whether exposure to sociocultural stressors may likewise have negative consequences for early language acquisition. The present study examined whether financial and sociocultural stressors were associated with maternal stress perception, parenting sensitivity, and child Spanish and English receptive vocabulary at child age 3 and 4.5 years. Participants included 322 lowincome Mexican American mothers and their children followed from pregnancy through 4.5 years postnatal; most mothers preferred to speak Spanish (82%). Results of a path model indicated that links between family stress and child receptive vocabulary varied by language (Spanish or English) and stress type (financial or cultural). Specifically, Spanish acquisition was more closely related to the quality of mother-child interactions, whereas English acquisition was more susceptible to the direct impact of family stress. The consequences of family stress on children's vocabulary acquisition were evident earlier in development for Spanish than English, and appeared more pronounced for financial versus sociocultural stressors. Findings underscore a need to attend to the impact of poverty on children's Spanish and English language development in low-income, Mexican American children.

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Attention regulation in low‐risk very low birth weight preschoolers: the influence of child temperament and parental sensitivity

Cited by 5 publications

References 55 publications

Attention problems and language development in preterm low-birth-weight children: Cross-lagged relations from 18 to 36 months

Attention problems and language development in preterm low-birth-weight children: Cross-lagged relations from 18 to 36 months

Attention Deficit/Hyperactivity Disorder in Preschool-Age Children: Issues and Concerns

The integrative model of family stress underlying Spanish and English vocabulary development in Mexican American children: Unique effects of financial and sociocultural hardships.

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