Taking a few deep breaths significantly reduces children's physiological arousal in everyday settings: Results of a preregistered video intervention.

This preregistered, randomized field experiment tested the effectiveness of a brief deep breathing intervention on children's concurrent physiological arousal in naturalistic settings (N  = 342; Mage  = 7.48 years; 46% female; 53% Asian, 26% White; 21% other race/ethnicity). The treatment consisted of an animated video that introduced deep breathing as a self-regulation strategy and scaffolded the child in taking a few slow-paced breaths, while the control group watched an informational video featuring similar animated images. Respiratory sinus arrhythmia (RSA) and heart rate (HR) were measured while children were sitting still (baseline) and subsequently while watching 1-min videos. Relative to baseline arousal, RSA increased and HR decreased only in response to the deep-breathing treatment video. Effects were larger in the second 30-s epoch of the video, which included most of the deep breathing practice. RSA fully mediated the intervention's effects on HR. By analyzing all children exposed to intervention video regardless of their engagement in the deep breathing practice (intention-to-treat design) and by using easily scalable treatment videos, the study identifies an effective and pragmatic approach to reducing children's physiological arousal in everyday, group settings. Implications for advancing applied developmental psychophysiological research are discussed.

Moving beyond executive functions: Challenge preference as a predictor of academic achievement in elementary school.

Intrinsic motivation and executive functions (EFs) have been independently studied as predictors of academic achievement in elementary school. The goal of this investigation was to understand how students' challenge preference (CP), an aspect of intrinsic motivation, is related to academic achievement while accounting for EFs as a confounding variable. Using data from a longitudinal study of 569 third-, fourth-, and fifth-graders (50% female), we tested students' self-reported CP as a predictor of mathematics and English language arts (ELA) achievement in multilevel models that controlled for school fixed effects and student demographic characteristics. CP was positively associated with mathematics and ELA over and above the set of covariates and EFs. While also controlling for prior achievement, CP continued to explain a small amount of unique variance in mathematics, but not in ELA. These results underscore the importance of including measures of students' intrinsic motivation, in addition to EFs, to obtain a comprehensive understanding of academic success.

Teachers' rankings of children's executive functions: Validating a methodology for school-based data collection.

We developed a novel, vignette-based ranking procedure to simultaneously collect teacher-reported executive function (EF) data for all students in a classroom. This ranking measure is an improvement over existing Likert-type rating scales because it can be completed more quickly and with comparatively little effort by teachers. Data for this validation study were drawn from a large, school-based study of third, fourth, and fifth graders (N = 813 from 33 classrooms in eight schools) in which ranking data and direct assessments of EF were collected. Using a subsample of students for whom teachers' ratings of EF and school records data were also collected (N = 311), we demonstrated that teachers' rankings of EF showed high convergent validity with teachers' ratings of EF and that both teacher-reported measures showed similar convergent validity with direct assessments of EF and similar predictive validity with respect to students' scores on standardized English/language arts and math achievement tests. Using data from the larger sample (N = 813), we conducted a simulation study demonstrating that the impact of missing data on the association between the rankings and the direct assessments of EF is minimal. Based on these results, the ranking procedure is a methodological innovation that enables the collection of relatively high-quality teacher-reported EF data for all students in a classroom quickly and with minimal burden on teachers. This vignette-based assessment method could be adapted to other domains of non-academic skills. We discuss varied uses of the ranking method for researchers and practitioners.

Parent and Child Trauma Symptoms During Child-Parent Psychotherapy: A Prospective Cohort Study of Dyadic Change.

Five randomized controlled trials have shown that child-parent psychotherapy (CPP) improves trauma symptoms in children. Less is known about parent symptoms or moderators of symptom change. In a sample of 199 parent (81% biological mother; 54% Latina/o) and child (aged 2 to 6 years; 52% male; 49% Latina/o) dyads who participated in an open treatment study of CPP, this study investigated whether parent and child symptoms similarly decreased during treatment and whether improvement was moderated by parent, child, and treatment characteristics. Parents completed baseline and posttreatment interviews regarding exposure to traumatic events, posttraumatic stress symptomatology (PTSS), and other mental health indices. Latent difference score analysis showed that PTSS significantly decreased by more than 0.5 SD for parents and children. The PTSS improvement in parents was associated with reductions in child avoidance, r = .19, p = .040, and hyperarousal, r = .33, p < .001. Girls showed a greater reduction than boys in reexperiencing, ß = -.13, p = .018, and hyperarousal, ß = -.20, p = .001. Contrary to expectations, parent and child improvement in PTSS was greater for those with fewer parental lifetime stressors, ßrange = .15 to .33, and for those who participated in fewer treatment sessions, ßrange = .15 to .21. The extent of improvement in parent PTSS varied based on clinician expertise, ß = -.20, p = .009. Significant reductions in parent and child PTSS were observed during community-based treatment, with CPP and symptom improvement varying according to child, parent, and treatment characteristics.

Predicting childhood effortful control from interactions between early parenting quality and children's dopamine transporter gene haplotypes.

Children's observed effortful control (EC) at 30, 42, and 54 months (n = 145) was predicted from the interaction between mothers' observed parenting with their 30-month-olds and three variants of the solute carrier family C6, member 3 (SLC6A3) dopamine transporter gene (single nucleotide polymorphisms in intron8 and intron13, and a 40 base pair variable number tandem repeat [VNTR] in the 3'-untranslated region [UTR]), as well as haplotypes of these variants. Significant moderating effects were found. Children without the intron8-A/intron13-G, intron8-A/3'-UTR VNTR-10, or intron13-G/3'-UTR VNTR-10 haplotypes (i.e., haplotypes associated with the reduced SLC6A3 gene expression and thus lower dopamine functioning) appeared to demonstrate altered levels of EC as a function of maternal parenting quality, whereas children with these haplotypes demonstrated a similar EC level regardless of the parenting quality. Children with these haplotypes demonstrated a trade-off, such that they showed higher EC, relative to their counterparts without these haplotypes, when exposed to less supportive maternal parenting. The findings revealed a diathesis-stress pattern and suggested that different SLC6A3 haplotypes, but not single variants, might represent different levels of young children's sensitivity/responsivity to early parenting.

Early Parenting and the Development of Externalizing Behavior Problems: Longitudinal Mediation Through Children's Executive Function.

Path analysis was used to investigate the longitudinal associations among parenting and children's executive function and externalizing behavior problems from 36 to 90 months of age in the Family Life Project (N = 1,115), a study of child development in the context of rural poverty. While controlling for stability in the constructs, semistructured observations of parenting prospectively predicted performance on a battery of executive function tasks and primary caregivers' reports of externalizing behavior. Furthermore, the association between early parenting and later externalizing behavior was longitudinally mediated by executive function, providing support for a process model in which sensitive parenting promotes children's self-regulation, which in turn reduces children's externalizing behavior.

Interactions among catechol-O-methyltransferase genotype, parenting, and sex predict children's internalizing symptoms and inhibitory control: Evidence for differential susceptibility.

We used sex, observed parenting quality at 18 months, and three variants of the catechol-O-methyltransferase gene (Val158Met [rs4680], intron1 [rs737865], and 3'-untranslated region [rs165599]) to predict mothers' reports of inhibitory and attentional control (assessed at 42, 54, 72, and 84 months) and internalizing symptoms (assessed at 24, 30, 42, 48, and 54 months) in a sample of 146 children (79 male). Although the pattern for all three variants was very similar, Val158Met explained more variance in both outcomes than did intron1, the 3'-untranslated region, or a haplotype that combined all three catechol-O-methyltransferase variants. In separate models, there were significant three-way interactions among each of the variants, parenting, and sex, predicting the intercepts of inhibitory control and internalizing symptoms. Results suggested that Val158Met indexes plasticity, although this effect was moderated by sex. Parenting was positively associated with inhibitory control for methionine-methionine boys and for valine-valine/valine-methionine girls, and was negatively associated with internalizing symptoms for methionine-methionine boys. Using the "regions of significance" technique, genetic differences in inhibitory control were found for children exposed to high-quality parenting, whereas genetic differences in internalizing were found for children exposed to low-quality parenting. These findings provide evidence in support of testing for differential susceptibility across multiple outcomes.

Associations between respiratory sinus arrhythmia (RSA) reactivity and effortful control in preschool-age children.

We tested whether respiratory sinus arrhythmia (RSA) reactivity in response to each of three self-regulation tasks (bird and dragon; knock-tap; and gift wrap) would predict self-regulation performance in a sample of 101 preschool-age children (M age = 4.49, SD = .64). While controlling for baseline RSA, decreases in RSA from bird and dragon to knock-tap (but not from baseline to bird and dragon) predicted a latent variable measuring self-regulation. Furthermore, increases in RSA from the knock-tap to gift wrap-the only task involving delay of gratification-were related to concurrent task performance while controlling for the relation between RSA reactivity and the latent self-regulation variable. Results suggest that the relations between RSA reactivity and self-regulatory ability are influenced by task-specific demands and possibly by task order. Furthermore, RSA reactivity appears to relate differently to performance on motivationally salient self-regulation tasks such as delay of gratification relative to cool executive function tasks.

Catechol-O-methyltransferase Val158met polymorphism interacts with early experience to predict executive functions in early childhood.

Numerous studies demonstrate that the Methionine variant of the catechol-O-methyltransferase Val158Met polymorphism, which confers less efficient catabolism of catecholamines, is associated with increased focal activation of prefrontal cortex (PFC) and higher levels of executive function abilities. By and large, however, studies of COMT Val158Met have been conducted with adult samples and do not account for the context in which development is occurring. Effects of early adversity on stress response physiology and the inverted U shape relating catecholamine levels to neural activity in PFC indicate the need to take into account early experience when considering relations between genes such as COMT and executive cognitive ability. Consistent with this neurobiology, we find in a prospective longitudinal sample of children and families (N = 1292) that COMT Val158Met interacts with early experience to predict executive function abilities in early childhood. Specifically, the Valine variant of the COMT Val158Met polymorphism, which confers more rather than less efficient catabolism of catecholamines is associated with higher executive function abilities at child ages 48 and 60 months and with faster growth of executive function for children experiencing early adversity, as indexed by cumulative risk factors in the home at child ages 7, 15, 24, and 36 months. Findings indicate the importance of the early environment for the relation between catecholamine genes and developmental outcomes and demonstrate that the genetic moderation of environmental risk is detectable in early childhood.

Physical performance and frailty in chronic kidney disease.

BACKGROUND: Poor physical performance and frailty are associated with elevated risks of death and disability. Chronic kidney disease (CKD) is also strongly associated with these outcomes. The risks of poor physical performance and frailty among CKD patients, however, are not well established. METHODS: We measured the Short Physical Performance Battery (SPPB; a summary test of gait speed, chair raises and balance; range 0-12) and the five elements of frailty among 1,111 Chronic Renal Insufficiency Cohort participants. Adjusting for demographics and multiple comorbidities, we fit a linear regression model for the outcome of SPPB score and an ordinal logistic regression model for frailty status. RESULTS: Median (interquartile range, IQR) age was 65 (57-71) years, median estimated glomerular filtration rate (eGFR) for non-dialysis patients was 49 (36-62) ml/min/1.73 m(2), and median SPPB score was 9 (7-10). Seven percent of participants were frail and 43% were pre-frail. Compared with the SPPB score for eGFR >60 ml/min/1.73 m(2), the SPPB was 0.51 points lower for eGFR 30-59; 0.61 points lower for eGFR 15-29, and 1.75 points lower for eGFR <15 (p < 0.01 for all comparisons). eGFR 30-59 (odds ratio, OR 1.45; p = 0.024), eGFR 15-29 (OR 2.02; p = 0.002) and eGFR <15 (OR 4.83; p < 0.001) were associated with worse frailty status compared with eGFR >60 ml/min/1.73 m(2). CONCLUSIONS: CKD severity was associated with poor physical performance and frailty in a graded fashion. Future trials should determine if outcomes for CKD patients with frailty and poor physical performance are improved by targeted interventions.

Sociodemographic risk, parenting, and effortful control: relations to salivary alpha-amylase and cortisol in early childhood.

Early sociodemographic risk, parenting, and temperament were examined as predictors of the activity of children's (N = 148; 81 boys, 67 girls) hypothalamic-pituitary-adrenal axis and autonomic nervous system. Demographic risk was assessed at 18 months (T1), intrusive/overcontrolling parenting and effortful control were assessed at 30 months (T2), and salivary cortisol and alpha-amylase were collected at 72 (T3) months of age. Demographic risk at T1 predicted lower levels of children's effortful control and higher levels of mothers' intrusive/overcontrolling parenting at T2. Intrusive/overcontrolling parenting at T2 predicted higher levels of children's cortisol and alpha-amylase at T3, but effortful control did not uniquely predict children's cortisol or alpha-amylase levels. Findings support the open nature of stress responsive physiological systems to influence by features of the early caregiving environment and underscore the utility of including measures of these systems in prevention trials designed to influence child outcomes by modifying parenting behavior.

The effects of school poverty on adolescents' sexual health knowledge.

Using National Longitudinal Study of Adolescent Health data, hierarchical linear modeling was conducted to estimate the association of school poverty concentration to the sexual health knowledge of 6,718 adolescents. Controlling for individual socio-economic status, school poverty had modest negative effects on sexual health knowledge. Although not directly associated with sexual health knowledge, after controlling for demographic characteristics, school poverty interactions showed that sexual health knowledge was associated with higher grade point average (GPA) and age. The combination of low GPA and high-levels of school poverty was especially detrimental for students' sexual health knowledge. There are differences in the sexual health knowledge of adolescents attending low poverty and high poverty schools that can be attributed to the school environment.

Executive function mediates the association between cumulative risk and learning in Ghanaian schoolchildren.

Research on the associations among adversity, executive function (EF), and academic outcomes in low- and middle-income countries, where developmental risk factors are more prevalent and impoverished environments are more widespread than in high income countries, is sparse. This study examines the relations among cumulative risk, EF, and learning outcomes measured 2-years later in Ghanaian third- and fourth-graders (N = 371; 49% female), shedding light on underlying mechanisms of how risk can undermine learning. A cumulative risk index was created based on a set of four child-reported risk factors: home aggression, unsafe home neighborhood, hunger, and having worked for pay. Cumulative risk and EF were negatively correlated. Learning outcomes (literacy and math test scores) were negatively correlated with earlier measures of cumulative risk and positively correlated with earlier measures of EF. EF mediated the association between cumulative risk and later learning outcomes, accounting for 65.3% of the total effect for literacy and 100% for math. This mediated pathway was robust to controls for child and household sociodemographic characteristics. The findings contribute to a small evidence base on the mediating role of EF in linking adversity and learning outcomes in a global context. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample.

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.

Learning to let go: Parental over-engagement predicts poorer self-regulation in kindergartners.

Responsive parenting and parental scaffolding have been shown to foster executive functions (EFs) and self-regulation skills in young children, but could too much parental directive engagement be counterproductive? To answer this question, we examined parental responses when children were demonstrating active on-task behaviors in a community sample of 102 dyads. We measured the time that parents spend actively guiding children's behavior relative to following the child's lead and created a measure of parental over-engagement to index the degree of active parental engagement via positive control/scaffolding behaviors. We hypothesized that parental over-engagement would negatively relate to children's self-regulation and EF skills because it creates fewer opportunities for children to practice self-regulation by leading dyadic interaction with their parents. We used an innovative State-Space Grid method to capture second-to-second changes in parental and child behaviors during a set of structured tasks. We examined the conceptual overlap of over-engagement with the global ratings of parenting, revealing that parental over-engagement was negatively correlated with global ratings of parental scaffolding and unrelated to global ratings of parental sensitivity. Next, we showed that parental over-engagement predicted lower levels of child hot EFs and observed self-regulation, controlling for age, parent education, family income, and global ratings of parenting. The predictive validity of over-engagement was unique to times when the child was actively engaged and was absent when the child was passively engaged. This study contributes to the discussion of how parents can support the development of self-regulation during the transition to elementary school. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Early and concurrent home stimulation: Unique and indirect links with fine motor skills among 4-year-old children in rural Pakistan.

Fine motor skills enable children to make precise and coordinated movements with their hands and support their ability to engage in everyday activities and learning experiences. In a longitudinal study of 1,058 4-year-old children in rural Pakistan (n = 488 girls), we examined how prior and concurrent levels of home stimulation relate to change in fine motor skills from ages 2 to 4 while controlling for family wealth, maternal education, number of siblings at birth, prior and concurrent measures of children's physical growth and food insecurity, and prior motor skills at age 2. Moreover, we tested whether the association between early home stimulation and subsequent fine motor skills was mediated by physical growth, food insecurity, motor skills at age 2, and concurrent home stimulation. Results revealed that home stimulation at 18 months was positively associated with change in fine motor skills from ages 2 to 4, over and above family socioeconomic resources. This association was mediated by physical growth, food insecurity and motor skills at age 2. In contrast to home stimulation at 18 months, home stimulation at age 4 was positively associated with concurrent motor skills at age 4 when controlling for all antecedent family factors, as well as prior and concurrent measures of physical growth and food insecurity, and prior motor skills at age 2. Findings suggest that the preschool period may be an important window of time when physically and cognitively stimulating experiences at home uniquely relate to variability in fine motor development. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

How the study of regulation can inform the study of coping.

It is advantageous to study regulation and coping and their development at multiple levels of expression and origin simultaneously. We discuss several topics of current interest in the emotion-related regulation literature that are relevant to coping, including conceptual issues related to definitions and types of coping, types of physiological responses deemed to tap emotion regulation that could be pursued in work on coping, and findings on the socialization of self-regulation that have implications for understanding the development of coping.

Executive Functions and Externalizing Symptoms: Common and Unique Associations.

In discussing the four papers in this special issue, we provide our perspective on the authors' contributions and suggest directions for future research. First, we highlight the usefulness of the bi-factor model for investigating relations among specific aspects of executive functions (EFs) and externalizing symptoms. Next, we examine the role of EFs as a protective factor that can moderate the relation between risk factors - specifically, callous-unemotional behaviors - on externalizing symptoms. And finally, we address the contributions of innovative measurement approaches to understanding the relations between EFs and externalizing symptoms, using the state-space grid methodology as an example.

Child Conduct Problems across Home and School Contexts: A Person-Centered Approach.

To examine patterns of conduct problems across the home and school context, we used latent class analysis to analyze primary caregivers' and teachers' ratings on the conduct problems subscale of the Strengths and Difficulties Questionnaire (R. Goodman, 1997) in the Family Life Project (N = 1,292), a prospective study of child development in rural and small town contexts. We found a similar four-class solution at five and seven years of age. In decreasing prevalence, the following classes were identified: (1) low symptoms reported by both informants (low cross-context); (2) high parent-reported symptoms, low teacher-reported symptoms (home context); (3) low parent-reported symptoms, moderate teacher-reported symptoms (school context); and (4) high symptoms reported by both informants (high cross-context). Classes exhibited stability from age five to age seven: children were more likely to remain in the same class than to transition to a different class, and longitudinal stability was especially high for children in the low cross-context class at age 5. A number of child and family characteristics measured in early childhood (executive function, verbal ability, poverty-related risk, sensitive parenting, and parental depressive symptoms) were associated with class membership at age five and age seven, but were generally not associated with longitudinal transitions between classes.

Traumatic Life Events and Psychopathology in a High Risk, Ethnically Diverse Sample of Young Children: A Person-Centered Approach.

Studies of the association between traumatic experiences and psychopathology in early childhood have primarily focused on specific types of events (e.g., sexual abuse) or aggregated different types of events without differentiating among them. We extend this body of work by investigating patterns of traumatic event exposure in a high-risk, ethnically diverse sample of children ages 3-6 (N = 211; 51 % female) and relating these different patterns to parents' reports of child externalizing, internalizing, and post-traumatic stress symptomatology. Using latent class analysis, which divides a heterogeneous population into homogenous subpopulations, we identified three patterns of traumatic events based on parents' responses to an interview-based assessment of trauma exposure in young children: (1) severe exposure, characterized by a combination of family violence and victimization; (2) witnessing family violence without victimization; and (3) moderate exposure, characterized by an absence of family violence but a moderate probability of other events. The severe exposure class exhibited elevated internalizing and post-traumatic stress symptoms relative to the witness to violence and moderate exposure classes, controlling for average number of traumatic events. Results highlight the need for differentiation between profiles of traumatic life event exposure and the potential for person-centered methods to complement the cumulative risk perspective.