Low Blood Zinc, Iron, and Other Sociodemographic Factors Associated with Behavior Problems in Preschoolers

Liu, Jianghong; Hanlon, Alexandra L.; Ma, Chenjuan; Zhao, Sophie R.; Cao, Sanxing; Compher, Charlene

doi:10.3390/nu6020530

Cited by 30 publications

(24 citation statements)

References 53 publications

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“…Using the clinical reference range of 75–175 μg/dl (Liu et al, 2014), we found that both iron deficiency and high iron levels existed in our sample. This finding is consistent with a recent study in which researchers reported a double burden of under- and overnutrition of iron among Chinese children aged 2–12 years (Piernas et al, 2015).…”

Section: Discussionmentioning

confidence: 77%

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Neurocognitive Function Is Associated With Serum Iron Status in Early Adolescents

Cui

Liu

2017

Biological Research For Nursing

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Objective The association between iron and neurocognition remains underexplored in adolescents, and the neurocognitive effects of low and high iron levels have yet to be established. The aim of this study was to investigate the relationships of low and high iron levels with neurocognitive domains in early adolescents. Method The sample comprised 428 adolescents (12.0 ± 0.4 years) from Jintan, China. Serum iron concentrations were analyzed from venous blood samples and classified into low, normal, and high levels according to the clinical reference range 75–175 μg/dl. Neurocognition was measured by the Penn Computerized Neurocognitive Battery and Wechsler Intelligence Scale. Generalized linear regression was used to analyze relationships. Results Prevalence rates of iron deficiency, normal iron, and high iron were 13.8%, 76.4%, and 9.8%, respectively. Compared with normal levels, iron deficiency was associated with slower performance in tasks that measured abstraction and mental flexibility (β = 107.5, p = .03) and spatial processing ability (β = 917.2, p = .04). High serum iron was associated with less accuracy in the spatial processing ability task (β = −2.2, p = .03) and a longer reaction time in the task assessing abstraction and mental flexibility (β = 702.8, p = .046) compared to normal levels. Conclusion Both iron deficiency and high iron levels contribute to reduced neurocognitive performance in a domain-specific manner in early adolescents. The dual burden of iron under- and overnutrition should be incorporated into future interventions for improving brain development and cognitive function in adolescents, especially in a Chinese context.

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Section: Discussionmentioning

confidence: 77%

“…We used the reference range recommended in Chinese hospitals to define iron levels. Specifically, we classified concentrations lower than 75 μg/dl as low iron level (iron deficiency), 75–175 μg/dl as middle level (normal iron), and those greater than 175 μg/dl as high iron level (Liu et al, 2014). …”

Section: Methodsmentioning

confidence: 99%

Neurocognitive Function Is Associated With Serum Iron Status in Early Adolescents

Cui

Liu

2017

Biological Research For Nursing

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“…The sample characteristic, sleep status and blood zinc profile at preschool were presented elsewhere by our research team [ 19 , 25 ]. Between 2011 and 2013, participants were in their early adolescence aged from 11 to 15 years old.…”

Section: Resultsmentioning

confidence: 99%

Associations between Blood Zinc Concentrations and Sleep Quality in Childhood: A Cohort Study

Liu

2015

Nutrients

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Little evidence is available regarding the relationship between zinc and sleep in school children. The present study aimed to examine the cross-sectional and longitudinal associations between blood zinc concentrations and sleep quality throughout childhood. A total of 1295 children from the Jintan Child Cohort in China were included in this study. Venous blood sample of zinc and subjective sleep data were collected when the children were at preschool age (3–5 years old) and early adolescence (11–15 years old). Odds ratios (ORs) reflect the odds of the sleep quality/subdomain being at a greater impairment level associated with 1 unit increase in log zinc concentration. Cross-sectional analyses showed negative correlation of blood zinc concentrations with insufficient sleep duration (OR = 0.432, p = 0.002), sleep disturbances (OR = 0.454, p = 0.009) and poor sleep quality (OR = 0.559, p = 0.049) in adolescence, but no association at preschool age (p > 0.05). Longitudinal analyses indicated that blood zinc concentrations at preschool age predict poor sleep efficiency (OR = 0.186, p = 0.000) and poor sleep quality (OR = 0.358, p = 0.020) in adolescence. Our findings suggest that sufficient zinc concentration is associated with good sleep quality, dependent on the developmental stage in childhood. Future interventional research is warranted to examine the short and long-term effect of zinc status on sleep heath.

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“…Three studies (Gleason et al 2011;Velders et al 2011;Liu et al 2014a) examined the effect of parental education on child's IEP. In two studies (Velders et al 2011;Liu et al 2014a) low maternal education is related to increases in IEP, and one found no significant results on IEP (Gleason et al 2011). Only one study (Gleason et al 2011) assessed the effect of paternal low education, finding significant results indicating that when the fathers have a low education level, children tend to present more IEP.…”

Section: Parental Education and Agementioning

confidence: 99%

Risk Factors for Internalizing and Externalizing Problems in the Preschool Years: Systematic Literature Review Based on the Child Behavior Checklist 1½–5

2016

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Early childhood is a common period for the onset of internalizing and externalizing problems. Many are the risk factors that contribute to the emergence of these types of problems. Literature enhances the importance of viewing the child as part of a system, in order to better understand the origin, the trajectory and the impact of risk factors in child mental health in preschool age. The current systematic literature review aims to examine empirical evidence based on the Child Behavior Checklist 1-5 for risk factors related to the presence of internalizing and externalizing problems in children aged between 3 and 6 years old. The literature review includes articles published from January 2001 to December 2014. Twentyeight articles that attend to pre-established inclusion and exclusion criteria were reported throughout the review. In general, results indicate that risk factors for internalizing and externalizing problems in preschool age can be organized into three main groups of risks: environment factors, parental/parenting factors, and child factors. It is clear that frequently more than one risk related to the emergence of internalizing and externalizing problems in preschool age children are reported. It is also possible to note that are few risks factors consistently studied in this age, highlighting the need for further investigation.

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Low Blood Zinc, Iron, and Other Sociodemographic Factors Associated with Behavior Problems in Preschoolers

Cited by 30 publications

References 53 publications

Neurocognitive Function Is Associated With Serum Iron Status in Early Adolescents

Neurocognitive Function Is Associated With Serum Iron Status in Early Adolescents

Associations between Blood Zinc Concentrations and Sleep Quality in Childhood: A Cohort Study

Risk Factors for Internalizing and Externalizing Problems in the Preschool Years: Systematic Literature Review Based on the Child Behavior Checklist 1½–5

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