The Effects of Early Neglect on Cognitive, Language, and Behavioral Functioning in Childhood

Abstract

Objectives Few studies have explored the impact of different types of neglect on children’s development. Measures of cognition, language, behavior, and parenting stress were used to explore differences between children experiencing various forms of neglect, as well as to compare children with and without a history of early neglect. Methods Children, ages 3 to 10 years with a history of familial neglect (USN), were compared to children with a history of institutional rearing (IA) and children without a history of neglect using the Differential Abilities Scale, Test of Early Language Development, Child Behavior Checklist, and Parenting Stress Index. Factors predicting child functioning were also explored. Results Compared with youth that were not neglected, children with a history of USN and IA demonstrated lower cognitive and language scores and more behavioral problems. Both internalizing and externalizing behavior problems were most common in the USN group. Externalizing behavior problems predicted parenting stress. Higher IQ could be predicted by language scores and an absence of externalizing behavior problems. When comparing the two neglect groups, shorter time spent in a stable environment, lower scores on language skills, and the presence of externalizing behavior predicted lower IQ. Conclusion These findings emphasize the importance of early stable, permanent placement of children who have been in neglectful and pre-adoptive international settings. While an enriching environment may promote resilience, children who have experienced early neglect are vulnerable to cognitive, language and behavioral deficits and neurodevelopmental and behavioral evaluations are required to identify those in need of intervention.

Childhood adversity and neural development: Deprivation and threat as distinct dimensions of early experience

“…Because neglect inherently involves a lack of parental care, it constitutes an obvious form of early deprivation. When neglect is directly compared to abuse, children exposed to neglect are at greater risk for cognitive deficits than children exposed to abuse (Hildyard & Wolfe, 2002) and these deficits are similar to those observed in severe poverty and institutionalization (Dubowitz et al, 2002; Spratt et al, 2012), consistent with our conceptualization of neglect as a form of deprivation. Moreover, childhood emotional neglect predicts poor performance on a cognitive control task and a more widespread pattern of dorsolateral PFC activation during trials requiring inhibitory control (Mueller et al, 2010).…”

Neglect as a Violation of Species-Expectant Experience: Neurodevelopmental Consequences

“…Neglected children have lower IQ and academic performance than children raised in typical caregiving environments. (41, 87–91) A similar pattern has been observed among children reared in institutional settings. Tizard’s seminal study of children raised in institutions characterized by relatively mild deprivation nonetheless demonstrated that these children had lower IQ than children raised in families.…”

“…(110, 111) Poor expressive and receptive language have been consistently observed in neglected children, who exhibit language difficulties that are more pronounced than those associated with abuse. (87, 112, 113) Children raised in institutional settings also exhibit meaningful reductions in language ability that are associated with the duration of institutional care. (109, 114–116)…”

Infantile Amnesia: A Critical Period of Learning to Learn and Remember

“…We propose that lack of sufficient or balanced enrichment in episodic/ declarative experiences during the early phase of development may also cause learning and cognitive disabilities with severe lifelong repercussions, such as depression, addiction, and obsessivecompulsive disorder. This hypothesis is in agreement with the outcomes of several clinical studies (Heim and Nemeroff, 2001;Pryce et al, 2005;Spratt et al, 2012).…”