Patterns of Multiple Risk Exposures for Low Receptive Vocabulary Growth 4-8 Years in the Longitudinal Study of Australian Children

Christensen, Dale B.; Taylor, Catherine L.; Zubrick, Stephen R.

doi:10.1371/journal.pone.0168804

Cited by 18 publications

(34 citation statements)

References 22 publications

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“…The High needs family group was the largest group and accounted for 22% of the sample. Although risks were not the same, similar complex multiple risk groups have been identified in other LCA studies and have been found to be associated with poor child neurodevelopment . It is unsurprising that a multiple need group was identified in our cohort given the complex number of factors that can influence child neurodevelopment.…”

Section: Commentsupporting

confidence: 72%

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Modelling factors for Aboriginal and Torres Strait Islander child neurodevelopment outcomes: A latent class analysis

Strobel

Shepherd

McAuley

et al. 2019

Paediatric Perinatal Epid

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The first five years of childhood is widely established as a critical time for growth, neurodevelopment, and learning. 1 Child neurodevelopment involves several interlinked domains of sensorimotor, cognitive-language, and social-emotional function. These domains are influenced by sociocultural, poverty, psychosocial and biological risk factors, and central nervous system development and Abstract Background: The Australian Early Development Census (AEDC) provides a measure of early child development upon school entry. Understanding which combination of factors influences Aboriginal child neurodevelopment is important to inform policy and practice. Objective: The primary objective was to use latent class analysis (LCA) to model AEDC profiles and identify the highest need profiles. The secondary objective was to determine the associations of these high need profiles on the likelihood of a child becoming developmentally vulnerable. Methods: We designed a prospective population-based birth cohort study (n = 2715) using linked data sets with information on Aboriginal cohort children, and their mothers and siblings in Western Australia. Specific developmental indicators in the 2009 and 2012 AEDC were used to assess developmental vulnerability. LCA methods were used to determine need profiles and their association with developmental vulnerability.Results: 49.3% of Aboriginal children were vulnerable on at least one developmental domain, and 37.5% were vulnerable on two or more domains. LCA found six unique profiles. High needs family, High needs young mother, and Preterm infant comprised 42% of the cohort and were considered to have high need configurations. These groups were at least 1.7 times as likely to have children who had at least one or two developmental vulnerabilities compared with the Healthy family group. Conclusion: Many Aboriginal children in Western Australia enter school with at least one developmental vulnerability. This study highlights a range of unique profiles that can be used to empower Aboriginal families for change and develop targeted programmes for improving the early development of young Aboriginal children. K E Y W O R D S Aboriginal, child neurodevelopment, latent class analysis, population-based study | 51 STROBEL ET aL.function. 2 Poor early child neurodevelopment can have long-term impacts into adulthood including schooling outcomes, which can later influence earning capacity. 3

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Section: Commentsupporting

confidence: 72%

“…To date, LCA has been used to describe the combination of risk factors and their association with early child neurodevelopment in only a handful of studies . However, only two of these studies have investigated differences within ethnic groups .…”

Section: Introductionmentioning

confidence: 99%

Modelling factors for Aboriginal and Torres Strait Islander child neurodevelopment outcomes: A latent class analysis

Strobel

Shepherd

McAuley

et al. 2019

Paediatric Perinatal Epid

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“…Similar to previous findings exploring risk clusters with quantitative methodology (Christensen et al . 2017), this case‐based study demonstrated there was no one risk or protective condition that was necessary for Good or Poor language outcomes and all were sufficient in a variety of paths and patterns. Similarly, the paths to Good language were dominated by protective factors and Poor language by risk factors (Christensen et al .…”

Section: Discussionmentioning

confidence: 73%

“…2013, Christensen et al . 2017). The languages used in the home were collected by parent report at birth and when the child was 18 and 32 months.…”

Section: Methodsmentioning

confidence: 99%

“…Christensen et al . (2017) attempted to address this gap by collating 16 individual child, maternal and family/environmental risks (dichotomized to present or absent) for receptive vocabulary acquisition between 4 and 8 years of age and determined how these risks cluster in a sample of approximately 4000 children. Through latent class analysis (LCA) they discovered six different risk combinations that explained initial vocabulary status and trajectories of development to 8 years.…”

Section: Introductionmentioning

confidence: 99%

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Influential factor combinations leading to language outcomes following a home visiting intervention: A qualitative comparative analysis (QCA)

Short

Eadie

Kemp

2020

Intl J Lang & Comm Disor

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Background Children who experience adversity are more vulnerable to language difficulties. Early interventions beginning antenatally, such as home visiting, are provided to help prevent these problems. To improve the precision of early interventions, the impact of combinations of risk and protective factors over time must be explored and understood. There is, however, limited research investigating how such factors interact with intervention to change language outcomes over time. Aim To explore the different paths that lead to Good and Poor language in a cohort of children experiencing adversity whose mothers received an optimal dose of the Maternal Early Childhood Sustained Home visiting (MECSH) intervention over 2.5 years. Methods & Procedures A total of 24 low socioeconomic status (SES) mothers experiencing adversity and their children who received more than half the scheduled dose of the MECSH intervention were followed over time: from before birth to school entry. Data were extracted from surveys and direct measurement over the study course. Child language outcome at school entry and the influence of seven key child, maternal and environmental factors, which have been shown in previous research to result in Good and Poor language outcomes, were explored through qualitative comparative analysis (QCA). QCA is a qualitative analytical technique that provides a deeper understanding of factor combinations influencing language development. Outcomes & Results Multiple paths to Good (six paths) and Poor language (seven paths) were found. Paths with mostly protective factors resulted in Good language, except when maternal antenatal distress was present. Paths with two or more influential risks usually resulted in Poor language outcomes. When children experiencing adversity received the MECSH home visiting intervention, there was no one risk or protective factor necessary for Good or Poor language outcomes; however, there were clear patterns of factor combinations. Conclusions & Implications Mothers’ antenatal psychological resources were a flag for future language concerns which can be used to improve the precision of the MECSH intervention. They were highly influential to their children's Good and Poor language outcomes by 5 years, when over time they were combined with characteristics such as early childhood education, poor maternal responsivity and/or the number of children in the home. Knowledge of early conditions associated with later Poor language can help clinicians identify and respond in preventative and promoting ways to improve language skills.

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Transfers of disadvantage across three generations using latent class associations within families

Adams

Hancock

Mitrou

et al. 2022

Aust J Social Issues

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There is a large volume of research on the persistence of advantage and disadvantage across generations. Intergenerational studies typically address family resources as independent factors, which ignores how risks cluster together and accumulate over time. Using data from the Longitudinal Study of Australian Children, we conducted two latent class analyses to separately identify latent classes based on grandparent and parent characteristics for study children. We then examined the association between our identified latent classes and grandchild educational outcomes in Years 3 to 9. Five distinct latent classes of grandparent characteristics and four latent classes of parent characteristics were identified. There was association between parent and grandparent latent classes indicating intergenerational multiple disadvantage. Grandchildren in at‐risk parent latent classes tended to have significantly lower literacy and numeracy scores from Years 3 to 9. The effects of grandparent latent classes were inconsistent. The developmental circumstances of children can be defined using the characteristics of both parents and grandparents, and the role of grandparents on children's development extends beyond the influence they have on parent outcomes. This study highlights that addressing intergenerational transfers of disadvantage requires multiple, integrated and coordinated policy approaches that go beyond individual indicators of disadvantage.

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Patterns of Multiple Risk Exposures for Low Receptive Vocabulary Growth 4-8 Years in the Longitudinal Study of Australian Children

Cited by 18 publications

References 22 publications

Modelling factors for Aboriginal and Torres Strait Islander child neurodevelopment outcomes: A latent class analysis

Modelling factors for Aboriginal and Torres Strait Islander child neurodevelopment outcomes: A latent class analysis

Influential factor combinations leading to language outcomes following a home visiting intervention: A qualitative comparative analysis (QCA)

Transfers of disadvantage across three generations using latent class associations within families

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