Association of Childhood Social-Emotional Functioning Profiles at School Entry With Early-Onset Mental Health Conditions

Thomson, Kimberly; Richardson, Chris; Gadermann, Anne M.; Emerson, Scott D.; Shoveller, Jean; Guhn, Martin

doi:10.1001/jamanetworkopen.2018.6694

Cited by 45 publications

(28 citation statements)

References 73 publications

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“…Socioemotional competence is a key predictor of social and academic success, and challenges with socioemotional functioning in early childhood have consequences for long-term social, academic success and mental health [ 221 – 223 ]. Early socioemotional competence in kindergarten is correlated with lower probability of mental health issues in adolescence; and higher probability of graduating from high school, attending college, being employed in adulthood [ 222 , 224 ]. Conversely, lower socioemotional competence in preschool is linked to higher internalizing (e.g., depressed mood, anxiety, social withdrawal) and externalizing (e.g., aggression, hyperactivity) symptoms in adolescence [ 225 ].…”

Section: Discussionmentioning

confidence: 99%

Associations between stuttering, comorbid conditions and executive function in children: a population-based study

2020

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Background The aim of this study was to investigate the relationship between executive function (EF), stuttering, and comorbidity by examining children who stutter (CWS) and children who do not stutter (CWNS) with and without comorbid conditions. Data from the National Health Interview Survey were used to examine behavioral manifestations of EF, such as inattention and self-regulation, in CWS and CWNS. Methods The sample included 2258 CWS (girls = 638, boys = 1620), and 117,725 CWNS (girls = 57,512; boys = 60,213). EF, and the presence of stuttering and comorbid conditions were based on parent report. Descriptive statistics were used to describe the distribution of stuttering and comorbidity across group and sex. Regression analyses were to determine the effects of stuttering and comorbidity on EF, and the relationship between EF and socioemotional competence. Results Results point to weaker EF in CWS compared to CWNS. Also, having comorbid conditions was also associated with weaker EF. CWS with comorbidity showed the weakest EF compared to CWNS with and without comorbidity, and CWS without comorbidity. Children with stronger EF showed higher socioemotional competence. A majority (60.32%) of CWS had at least one other comorbid condition in addition to stuttering. Boys who stutter were more likely to have comorbid conditions compared to girls who stutter. Conclusion Present findings suggest that comorbidity is a common feature in CWS. Stuttering and comorbid conditions negatively impact EF.

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Section: Discussionmentioning

confidence: 99%

Associations between stuttering, comorbid conditions and executive function in children: a population-based study

2020

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“…Given the significant impact that emotional and behavioral functioning can have on child readiness and later achievement (e.g., Quirk et al, 2016; Woodward et al, 2016), further research should include evaluation of these domains of human development (Thomson et al, 2019). Duncan et al (2007) showed that measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally non-significant predictors of later academic performance, even among children with relatively high levels of problem behaviors.…”

Section: Discussionmentioning

confidence: 99%

“…We excluded two studies that used six different longitudinal data sets (Duncan et al, 2007;Grissmer et al, 2010) that could not be used to answer aims (2) and (3). One article that analyzed only social-emotional function or mental health were also excluded (Thomson et al, 2019). The final sample for data extraction consisted of 13 articles.…”

Section: D) Data Extractionmentioning

confidence: 99%

Ready for School? A Systematic Review of School Readiness and Later Achievement

Mariano¹,

Santos-Junior²,

Lima³

et al. 2019

GJHSS

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The association between specific school readiness skills and long-term school-related outcomes are still unclear and under debate. It is the first study to systematically review the literature on factors associated with school readiness evaluation about school-age achievement. This review included longitudinal studies with a minimum follow-up of five years; these studies performed the assessments during early childhood. The authors registered the study in the PROSPERO database (CRD42018089694). Five databases were searched (PubMed, Scielo, Scopus, ERIC, and Psyc Articles). Independent reviewers screened a total of 4,278 articles that were retrieved, and 13 were eligible for inclusion. Results showed that early language and math abilities at preschool age, middle to higher socioeconomic status, and socialemotional skills were the most significant variables in the promotion of positive school-age development. Preschool education and socioe motional or behavioral skills may compensate for academic difficulties in later school achievement.

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“…The purpose of the instrument is to report, at a population-level, children's school readiness [27]. The instrument's validity and reliability has been consistently demonstrated among different groups of children [28][29][30][31] including those with English-as-a-Second-Language [32].…”

Section: Data Sourcesmentioning

confidence: 99%

Immigrant and ethnic neighbourhood concentration and reduced child developmental vulnerability

McRae

Muhajarine

Janus

et al. 2020

IJPDS

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IntroductionStudies have consistently demonstrated a gradient between median neighbourhood income and child developmental outcomes. By investigating statistical outliers—neighbourhoods with children exhibiting less or more developmental vulnerability than that predicted by median neighbourhood income—there is an opportunity to identify other neighbourhood characteristics that may be enhancing or impeding early childhood development. ObjectiveTesting a variety of neighbourhood factors, including immigrant or ethnic concentration and characteristics of structural disadvantage (proportion of social assistance recipients, homes in need of major repair, residents with high school education only, lone parent families, and residents moving in the last year) we sought to identify factors associated with more or less developmental vulnerability than that predicted by median neighbourhood income, for young children. MethodsFor this cross-sectional study we used validated Early Development Instrument (EDI) data (2003-2013) linked to demographic and socioeconomic Census and Tax Filer data for 98.3% of Canadian neighbourhoods (n=2,023). The purpose of the instrument is to report, at a population-level, children’s school readiness. Children’s developmental vulnerability was assessed in five domains (physical health and well-being, emotional maturity, social competence, language and cognitive development, and communication and general knowledge) in relation to the 10th percentile from a national normative sample. Levels of children’s neighbourhood vulnerability were determined per domain, as percent of children vulnerable at a given domain. Neighbourhoods were grouped into three cohorts, those having lower than predicted, as predicted, or higher than predicted children’s vulnerability according to neighbourhood median income. Using multivariable binary logistic regression we modelled the association between select neighbourhood characteristics and neighbourhoods with lower or higher than predicted vulnerability per domain, compared to neighbourhoods with predicted vulnerability. This allowed us to determine neighbourhood characteristics associated with better or worse child developmental outcomes, at a neighbourhood-level, than that predicted by income. ResultsIn neighbourhoods with less child developmental vulnerability than that predicted by income, high or low immigrant concentration and ethnic homogeneity was associated with less vulnerability in physical (adjusted odds ratio (aOR) 1.66, 95% CI: 1.43, 1.94), social (aOR 1.30, 95% CI: 1.11, 1.51), and communication domains (aOR 1.24, 95% CI: 1.03, 1.47) compared to neighbourhoods with vulnerability concordant with income. Neighbourhood ethnic homogeneity was consistently associated with less developmental vulnerability than predicted by income across all developmental domains. Neighbourhood-level structural disadvantage was strongly associated with child developmental vulnerability beyond that predicted by median neighbourhood income. ConclusionCanadian neighbourhoods demonstrating less child developmental vulnerability than that predicted by income have greater ethnic and ethnic-immigrant homogeneity than neighbourhoods with child developmental vulnerability concordant with income. Neighbourhood social cohesion and cultural identity may be contributing factors. Neighbourhood structural disadvantage is associated with poorer early childhood development, over and above that predicted by neighbourhood income. Neighbourhood-level policy and programming should address income and non-income related barriers to healthy child development.

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Association of Childhood Social-Emotional Functioning Profiles at School Entry With Early-Onset Mental Health Conditions

Cited by 45 publications

References 73 publications

Associations between stuttering, comorbid conditions and executive function in children: a population-based study

Associations between stuttering, comorbid conditions and executive function in children: a population-based study

Ready for School? A Systematic Review of School Readiness and Later Achievement

Immigrant and ethnic neighbourhood concentration and reduced child developmental vulnerability

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