Search results

Title: Heterogeneity in ADHD: Neurocognitive predictors of peer, family, and academic functioning..
Creator: Kofler, Michael J, Sarver, Dustin E, Spiegel, Jamie A, Day, Taylor N, Harmon, Sherelle L, Wells, Erica L
Abstract/Description: Childhood attention-deficit/hyperactivity disorder (ADHD) is associated with impairments in peer, family, and academic functioning. Although impairment is required for diagnosis, children with ADHD vary significantly in the areas in which they demonstrate clinically significant impairment. However, relatively little is known about the mechanisms and processes underlying these individual differences. The current study examined neurocognitive predictors of heterogeneity in peer, family, and...
Show moreChildhood attention-deficit/hyperactivity disorder (ADHD) is associated with impairments in peer, family, and academic functioning. Although impairment is required for diagnosis, children with ADHD vary significantly in the areas in which they demonstrate clinically significant impairment. However, relatively little is known about the mechanisms and processes underlying these individual differences. The current study examined neurocognitive predictors of heterogeneity in peer, family, and academic functioning in a well-defined sample of 44 children with ADHD aged 8-13 years (M = 10.31, SD = 1.42; 31 boys, 13 girls; 81% Caucasian). Reliable change analysis indicated that 98% of the sample demonstrated objectively-defined impairment on at least one assessed outcome measure; 65% were impaired in two or all three areas of functioning. ADHD children with quantifiable deficits in academic success and family functioning performed worse on tests of working memory (d = 0.68 to 1.09), whereas children with impaired parent-reported social functioning demonstrated slower processing speed (d = 0.53). Dimensional analyses identified additional predictors of peer, family, and academic functioning. Working memory abilities were associated with individual differences in all three functional domains, processing speed predicted social functioning, and inhibitory control predicted family functioning. These results add to a growing literature implicating neurocognitive abilities not only in explaining behavioral differences between ADHD and non-ADHD groups, but also in the substantial heterogeneity in ecologically-valid functional outcomes associated with the disorder.
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Date Issued: 2017-08-01
Identifier: FSU_pmch_27472007, 10.1080/09297049.2016.1205010, PMC6083022, 27472007, 27472007
Format: Citation

Title: Association between anger rumination and autism symptom severity, depression symptoms, aggression, and general dysregulation in adolescents with autism spectrum disorder.
Creator: Patel, Shivani, Day, Taylor N, Jones, Neil, Mazefsky, Carla A
Abstract/Description: Rumination has a large direct effect on psychopathology but has received relatively little attention in autism spectrum disorder despite the propensity to perseverate in this population. This study provided initial evidence that adolescents with autism spectrum disorder self-report more anger-focused rumination than typically developing controls, though there was substantial within-group variability. Anger rumination was positively correlated with autism symptom severity with both groups...
Show moreRumination has a large direct effect on psychopathology but has received relatively little attention in autism spectrum disorder despite the propensity to perseverate in this population. This study provided initial evidence that adolescents with autism spectrum disorder self-report more anger-focused rumination than typically developing controls, though there was substantial within-group variability. Anger rumination was positively correlated with autism symptom severity with both groups combined. Future studies that include measures of perseveration on special interests are needed to understand whether anger rumination is a manifestation of a perseverative type of repetitive behavior or a distinct trait. Even when controlling for autism symptom severity, however, anger-focused rumination was associated with poorer functioning, including more depression symptoms and overall emotional and behavioral dysregulation. Therefore, further inquiry regarding anger rumination in autism spectrum disorder is clinically important, and the potential impact of rumination-focused interventions should be explored.
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Date Issued: 2017-02-01
Identifier: FSU_pmch_27095831, 10.1177/1362361316633566, PMC6070295, 27095831, 27095831, 1362361316633566
Format: Citation

Title: Is hyperactivity ubiquitous in ADHD or dependent on environmental demands? Evidence from meta-analysis.
Creator: Kofler, Michael J, Raiker, Joseph S, Sarver, Dustin E, Wells, Erica L, Soto, Elia F
Abstract/Description: Hyperactivity, or excess gross motor activity, is considered a core and ubiquitous characteristic of ADHD. Alternate models question this premise, and propose that hyperactive behavior reflects, to a large extent, purposeful behavior to cope with environmental demands that interact with underlying neurobiological vulnerabilities. The present review critically evaluates the ubiquity and environmental modifiability of hyperactivity in ADHD through meta-analysis of 63 studies of mechanically...
Show moreHyperactivity, or excess gross motor activity, is considered a core and ubiquitous characteristic of ADHD. Alternate models question this premise, and propose that hyperactive behavior reflects, to a large extent, purposeful behavior to cope with environmental demands that interact with underlying neurobiological vulnerabilities. The present review critically evaluates the ubiquity and environmental modifiability of hyperactivity in ADHD through meta-analysis of 63 studies of mechanically measured activity level in children, adolescents, and adults with ADHD relative to typically developing groups. Random effects models corrected for publication bias confirmed elevated gross motor activity in ADHD (d=0.86); surprisingly, neither participant age (child vs. adult) nor the proportion of each ADHD sample diagnosed with the inattentive subtype/presentation moderated this effect. In contrast, activity level assessed during high cognitive load conditions in general (d=1.14) and high executive functioning demands in particular (d=1.39) revealed significantly higher effect sizes than activity level during low cognitive load (d=0.36) and in-class schoolwork (d=0.50) settings. Low stimulation environments, more rigorous diagnostic practices, actigraph measurement of movement frequency and intensity, and ADHD samples that included fewer females were also associated with larger effects. Overall, the results are inconsistent with DSM-5 and ADHD models that a) describe hyperactivity as ubiquitous behavior, b) predict a developmental decline in hyperactivity, or c) differentiate subtypes/presentations according to perceived differences in hyperactive behavior. Instead, results suggest that the presence and magnitude of hyperactive behavior in ADHD may be influenced to a considerable extent by environmental factors in general, and cognitive/executive functioning demands in particular.
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Date Issued: 2016-06-01
Identifier: FSU_pmch_27131918, 10.1016/j.cpr.2016.04.004, PMC4902796, 27131918, 27131918, S0272-7358(15)30156-2
Format: Citation

Title: Genetic and environmental associations between body dissatisfaction, weight preoccupation, and binge eating: Evidence for a common factor with differential loadings across symptom type..
Creator: O'Connor, Shannon M, Beam, Christopher R, Luo, Xiaochen, Cohen, L Adelyn, VanHuysse, Jessica L, Emery, Robert E, Turkheimer, Eric, Keel, Pamela K, Burt, S Alexandra, Neale,...
Show moreO'Connor, Shannon M, Beam, Christopher R, Luo, Xiaochen, Cohen, L Adelyn, VanHuysse, Jessica L, Emery, Robert E, Turkheimer, Eric, Keel, Pamela K, Burt, S Alexandra, Neale, Michael, Boker, Steven, Klump, Kelly
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Abstract/Description: Prior twin studies provide support for a single "common factor" that contributes genetic and environmental risk to a range of disordered eating symptoms. However, the common factor may be indexed less well by binge eating (BE) than other symptoms of eating disorders [i.e., body dissatisfaction (BD) and weight preoccupation (WP)]. We sought to explore the presence of a common factor and test whether loadings differed across three key symptoms (i.e., BE, BD, WP). Disordered eating was assessed...
Show morePrior twin studies provide support for a single "common factor" that contributes genetic and environmental risk to a range of disordered eating symptoms. However, the common factor may be indexed less well by binge eating (BE) than other symptoms of eating disorders [i.e., body dissatisfaction (BD) and weight preoccupation (WP)]. We sought to explore the presence of a common factor and test whether loadings differed across three key symptoms (i.e., BE, BD, WP). Disordered eating was assessed via self-report in 631 female twin pairs from the Michigan State University Twin Registry. We detected a common disordered eating factor that was influenced primarily by additive genetic and nonshared environmental influences. However, we observed different loadings on this common factor by symptom type, as factor loadings for BD and WP were stronger than that for BE. Moreover, the residual environmental and/or genetic variances (i.e., those that are independent of the common factor) were larger in BE than those of BD or WP. Although all three symptoms share a common set of genetic and environmental influences, risk for BE may involve additional genetic, biological, and environmental factors that are not shared with other symptoms of eating pathology. © 2016 Wiley Periodicals, Inc.(Int J Eat Disord 2017; 50:157-161).
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Date Issued: 2017-02-01
Identifier: FSU_pmch_27636116, 10.1002/eat.22625, PMC5291810, 27636116, 27636116
Format: Citation

Title: Parent-Reported Bullying and Child Weight Gain between Ages 6 and 15.
Creator: Sutin, Angelina R, Robinson, Eric, Daly, Michael, Terracciano, Antonio
Abstract/Description: Childhood bullying has long-term negative mental and physical health correlates, including weight gain and symptoms of depression. The purpose of this research is to examine whether bullying in the first year of school is associated with greater weight gain by early adolescence and whether adolescent depressive symptoms mediate this association. Data were drawn from the Longitudinal Study of Australian Children. Children (N = 3929) were measured every 2 years; BMI and waist circumference were...
Show moreChildhood bullying has long-term negative mental and physical health correlates, including weight gain and symptoms of depression. The purpose of this research is to examine whether bullying in the first year of school is associated with greater weight gain by early adolescence and whether adolescent depressive symptoms mediate this association. Data were drawn from the Longitudinal Study of Australian Children. Children (N = 3929) were measured every 2 years; BMI and waist circumference were available from ages 4 to 15. Parents reported on bullying at age 6. Children reported on their depressive symptoms at ages 12-13. Participants who weighed in the obese category at age 4 had an over 50% increased risk of being bullied in school at age 6. Being bullied at age 6 was associated with excess weight gain between ages 6 and 15, defined as either BMI or waist circumference. Depressive symptoms at age 12 partially explained the association between bullying and increases in adiposity. None of the associations varied by gender. Similar to other forms of peer victimization, bullying early in school is associated with greater weight gain through early adolescence; depressive symptom is one mechanism that contributes to this association.
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Date Issued: 2016-12-01
Identifier: FSU_pmch_27710013, 10.1089/chi.2016.0185, PMC5107668, 27710013, 27710013
Format: Citation

Title: Evaluating the dimensionality of first-grade written composition.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Folsom, Jessica S, Greulich, Luana, Puranik, Cynthia
Abstract/Description: This study examined dimensions of written composition by using multiple evaluative approaches such as an adapted 6 + 1 trait scoring, syntactic complexity measures, and productivity measures. It further examined unique relations of oral language and literacy skills to the identified dimensions of written composition. A large sample of 1st-grade students (N = 527) was assessed on their language, reading, spelling, letter writing automaticity, and writing in the spring. Data were analyzed using...
Show moreThis study examined dimensions of written composition by using multiple evaluative approaches such as an adapted 6 + 1 trait scoring, syntactic complexity measures, and productivity measures. It further examined unique relations of oral language and literacy skills to the identified dimensions of written composition. A large sample of 1st-grade students (N = 527) was assessed on their language, reading, spelling, letter writing automaticity, and writing in the spring. Data were analyzed using a latent variable approach, including confirmatory factor analysis and structural equation modeling. The seven traits in the 6 + 1 trait system were best described as two constructs: substantive quality and spelling and writing conventions. When the other evaluation procedures such as productivity and syntactic complexity indicators were included, four dimensions emerged: substantive quality, productivity, syntactic complexity, and spelling and writing conventions. Language and literacy predictors were differentially related to each dimension in written composition. These four dimensions may be a useful guideline for evaluating developing beginning writers' compositions.
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Date Issued: 2014-02-01
Identifier: FSU_pmch_24687472, 10.1044/1092-4388(2013/12-0152), PMC3972623, 24687472, 24687472, 1829925
Format: Citation

Title: Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: a randomized controlled trial..
Creator: Truckenmiller, Adrea J, Eckert, Tanya L, Codding, Robin S, Petscher, Yaacov
Abstract/Description: The purpose of this randomized controlled trial was to evaluate elementary-aged students' writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student's initial level of writing fluency. Third-grade students (n=133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n=46), a practice-only condition (i.e., weekly writing practice; n=39), or an instructional control condition (n=48) for...
Show moreThe purpose of this randomized controlled trial was to evaluate elementary-aged students' writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student's initial level of writing fluency. Third-grade students (n=133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n=46), a practice-only condition (i.e., weekly writing practice; n=39), or an instructional control condition (n=48) for 8weeks. Findings included support for use of performance feedback as an instructional component in general education classrooms (Hedges' g=0.66), whereas simple practice with curriculum-based measurement in written expression did not produce growth significantly greater than standard instructional practices. The hypothesis that girls write significantly more than boys was supported. However, girls and boys did not differ in their rate of growth. Finally, students' initial risk status in writing fluency did not differentially predict growth in writing fluency over the course of the study. Implications for incorporating feedback as a basic component of intervention in writing are discussed.
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Date Issued: 2014-12-01
Identifier: FSU_pmch_25432270, 10.1016/j.jsp.2014.09.001, PMC5046133, 25432270, 25432270, S0022-4405(14)00069-7
Format: Citation

Title: Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension: A Twin Study..
Creator: Little, Callie W, Hart, Sara A, Schatschneider, Christopher, Taylor, Jeanette
Abstract/Description: Previous literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework...
Show morePrevious literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework behavior and reading comprehension. Participants for this study included 691 twin pairs (351 monozygotic, 340 same-sex dizygotic) from the Florida Twin Project on Behavior and Environment (FTP-BE) and 2647 twin pairs (865 monozygotic, 1782 dizygotic) from the larger Florida Twin Project on Reading (FTP-R) in Grades 3 through 7. Three separate models, each representing a different definition of ADHD (full ADHD, inattention only, and hyperactivity/impulsivity only), showed similar patterns of results; therefore, results of the full ADHD model are discussed. Overlapping genetic influences were found between ADHD, homework behavior, and reading comprehension, but no shared environmental influences among all three. However, shared environmental influences overlapped between homework behavior and reading comprehension. Although the sources of this environmental overlap are unknown, these results have implications for improving homework practices and their subsequent influence on literacy skills through homework environments.
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Date Issued: 2016-07-01
Identifier: FSU_pmch_25349092, 10.1177/0022219414555715, PMC4411209, 25349092, 25349092, 0022219414555715
Format: Citation

Title: Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Creator: Brown Waesche, Jessica S, Schatschneider, Christopher, Maner, Jon K, Ahmed, Yusra, Wagner, Richard K
Abstract/Description: Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four...
Show moreRates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four definitions were compared, including traditional unexpected low achievement and three response-to-intervention-based definitions: low achievement, low growth, and dual discrepancy. Rates of agreement were variable but only poor to moderate overall, with poorest agreement between unexpected low achievement and the other definitions. Longitudinal stability was poor, with poorest stability for the low growth definition. Implications for research and practice are discussed.
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Date Issued: 2011-05-01
Identifier: FSU_pmch_21252372, 10.1177/0022219410392048, PMC3248271, 21252372, 21252372, 0022219410392048
Format: Citation

Title: Examining the Factor Structure and Structural Invariance of the PANAS Across Children, Adolescents, and Young Adults.
Creator: Allan, Nicholas P, Lonigan, Christopher J, Phillips, Beth M
Abstract/Description: It is unclear what factor structure best represents the Positive and Negative Affect Schedule (PANAS) from childhood to adulthood. The PANAS structure was examined in a sample of 555 children (M age = 11.66, SD = 1.24), 608 adolescents (M age = 15.45, SD = 1.09), and 553 young adults (M age = 18.75, SD = 1.00). A partially invariant model consisting of Positive Affect, Fear, and Distress factors best represented the PANAS across all age groups, indicating that the underlying constructs are...
Show moreIt is unclear what factor structure best represents the Positive and Negative Affect Schedule (PANAS) from childhood to adulthood. The PANAS structure was examined in a sample of 555 children (M age = 11.66, SD = 1.24), 608 adolescents (M age = 15.45, SD = 1.09), and 553 young adults (M age = 18.75, SD = 1.00). A partially invariant model consisting of Positive Affect, Fear, and Distress factors best represented the PANAS across all age groups, indicating that the underlying constructs are the same across age but that the factors become increasingly interrelated with increasing age.
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Date Issued: 2015-01-01
Identifier: FSU_pmch_25975209, 10.1080/00223891.2015.1038388, PMC4609236, 25975209, 25975209
Format: Citation

Title: Factor structure and utility of the Behavior Rating Inventory of Executive Function-Preschool Version.
Creator: Spiegel, Jamie A, Lonigan, Christopher J, Phillips, Beth M
Abstract/Description: Executive function (EF) is a domain general cognitive construct associated with a number of important developmental outcomes. The Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P) is intended to assess 5 distinct components of EF in preschool age children. In this study, a series of factor analyses was conducted with teacher-reported EF of 2,367 preschool students to assess the structure of the BRIEF-P, and the predictive relations between the resulting factors and...
Show moreExecutive function (EF) is a domain general cognitive construct associated with a number of important developmental outcomes. The Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P) is intended to assess 5 distinct components of EF in preschool age children. In this study, a series of factor analyses was conducted with teacher-reported EF of 2,367 preschool students to assess the structure of the BRIEF-P, and the predictive relations between the resulting factors and children's academic abilities and behavioral self-regulation were assessed to test the construct and convergent validity of the BRIEF-P scores. Results yielded mixed findings concerning the structure of the BRIEF-P and validity of its resultant scores. Results of the factor analyses indicated that the items of the BRIEF-P did not map onto factors in the way that would be expected based on its item-to-subscale mapping. The best solutions were a 4-factor and a bifactor model. The 4-factor solution revealed substantial correlations between factors, and although the bifactor solution identified a General Self-Regulation factor that explained variance in responses across items, this general factor did not account for all of the overlap among specific factors. Analyses of the relations for the factors from the correlated-factors and the bifactor models indicated that the majority of the factors had limited convergent validity with academic ability or with a measure of behavior self-regulation. Overall, these findings call into question the validity of aspects of BRIEF-P. (PsycINFO Database Record
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Date Issued: 2017-02-01
Identifier: FSU_pmch_27148785, 10.1037/pas0000324, PMC5097689, 27148785, 27148785, 2016-22451-001
Format: Citation

Title: Factor structure and aetiological architecture of the BRIEF: A twin study..
Creator: Little, Callie W, Taylor, Jeanette, Moltisanti, Allison, Ennis, Chelsea, Hart, Sara A, Schatschneider, Chris
Abstract/Description: Executive function is a broad construct that encompasses various processes involved in goal-directed behaviour in non-routine situations (Banich, 2009). The present study uses a sample of 560 5- to 16-year-old twin pairs (M = 11.14, SD = 2.53): 219 monozygotic twin pairs (114 female; 105 male) and 341 dizygotic twin pairs (136 female, 107 male; 98 opposite sex) to extend prior literature by providing information about the factor structure and the genetic and environmental architecture of the...
Show moreExecutive function is a broad construct that encompasses various processes involved in goal-directed behaviour in non-routine situations (Banich, 2009). The present study uses a sample of 560 5- to 16-year-old twin pairs (M = 11.14, SD = 2.53): 219 monozygotic twin pairs (114 female; 105 male) and 341 dizygotic twin pairs (136 female, 107 male; 98 opposite sex) to extend prior literature by providing information about the factor structure and the genetic and environmental architecture of the Behavior Rating Inventory of Executive Function (BRIEF; Gioia et al., 2000, Child Neuropsychol., 6, 235; Gioia et al., 2000, Behavior rating inventory of executive function, Lutz, FL: Psychological Assessment Resources), a multifaceted rating scale of everyday executive functions. Phenotypic results revealed a 9-scale, 3-factor model best represents the BRIEF structure within the current sample. Results of the genetically sensitive analyses indicated the presence of rater bias/contrast effects for the Initiate, Working Memory, and Task-Monitor scales. Additive genetic and non-shared environmental influences were present for the Initiate, Plan/Organize, Organization of Materials, Shift, and Monitor and Self-Monitor scales. Influences on Emotional Control were solely environmental. Interestingly, the aetiological architecture observed was similar to that of performance-based measures of executive function. This observed similarity provided additional evidence for the usefulness of the BRIEF as a measure of 'everyday' executive function.
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Date Issued: 2017-06-01
Identifier: FSU_pmch_26351204, 10.1111/jnp.12084, PMC4833672, 26351204, 26351204
Format: Citation

Title: Expanding the environment: gene × school-level SES interaction on reading comprehension..
Creator: Hart, Sara A, Soden, Brooke, Johnson, Wendy, Schatschneider, Christopher, Taylor, Jeanette
Abstract/Description: Influential work has explored the role of family socioeconomic status (SES) as an environmental moderator of genetic and environmental influences on cognitive outcomes. This work has provided evidence that socioeconomic circumstances differentially impact the heritability of cognitive abilities, generally supporting the bioecological model in that genetic influences are greater at higher levels of family SES. The present work expanded consideration of the environment, using school-level SES...
Show moreInfluential work has explored the role of family socioeconomic status (SES) as an environmental moderator of genetic and environmental influences on cognitive outcomes. This work has provided evidence that socioeconomic circumstances differentially impact the heritability of cognitive abilities, generally supporting the bioecological model in that genetic influences are greater at higher levels of family SES. The present work expanded consideration of the environment, using school-level SES as a moderator of reading comprehension. The sample included 577 pairs of twins from the Florida Twin Project on Reading, Behavior and Environment. Reading comprehension was measured by the Florida Comprehensive Achievement Test (FCAT) Reading in third or fourth grade. School-level SES was measured by the mean Free and Reduced Lunch Status (FRLS) of the schoolmates of the twins. The best-fitting univariate G × E moderation model indicated greater genetic influences on reading comprehension when fewer schoolmates qualified for FRLS (i.e., 'higher' school-level SES). There was also an indication of moderation of the shared environment; there were greater shared environmental influences on reading comprehension at higher school-level SES. The results supported the bioecological model; greater genetic variance was found in school environments in which student populations experienced less poverty. In general, 'higher' school-level SES allowed genetic and probably shared environmental variance to contribute as sources of individual differences in reading comprehension outcomes. Poverty suppresses these influences.
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Date Issued: 2013-10-01
Identifier: FSU_pmch_23725549, 10.1111/jcpp.12083, PMC3766464, 23725549, 23725549
Format: Citation

Title: Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study..
Creator: Little, Callie W, Hart, Sara A, Quinn, Jamie M, Tucker-Drob, Elliot M, Taylor, Jeanette, Schatschneider, Christopher
Abstract/Description: This study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1-4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross-lagged parameters...
Show moreThis study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1-4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross-lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change.
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Date Issued: 2017-05-01
Identifier: FSU_pmch_27859016, 10.1111/cdev.12670, PMC5423830, 27859016, 27859016
Format: Citation

Title: Exploring dimensionality of effortful control using hot and cool tasks in a sample of preschool children.
Creator: Allan, Nicholas P, Lonigan, Christopher J
Abstract/Description: Effortful control (EC) is an important developmental construct associated with academic performance, socioemotional growth, and psychopathology. EC, defined as the ability to inhibit or delay a prepotent response typically in favor of a subdominant response, undergoes rapid development during children's preschool years. Research involving EC in preschool children can be aided by ensuring that the measured model of EC matches the latent structure of EC. Extant research indicates that EC may be...
Show moreEffortful control (EC) is an important developmental construct associated with academic performance, socioemotional growth, and psychopathology. EC, defined as the ability to inhibit or delay a prepotent response typically in favor of a subdominant response, undergoes rapid development during children's preschool years. Research involving EC in preschool children can be aided by ensuring that the measured model of EC matches the latent structure of EC. Extant research indicates that EC may be multidimensional, consisting of hot (affectively salient) and cool (affectively neutral) dimensions. However, there are several untested assumptions regarding the defining features of hot EC. Confirmatory factor analysis was used in a sample of 281 preschool children (Mage=55.92months, SD=4.16; 46.6% male and 53.4% female) to compare a multidimensional model composed of hot and cool EC factors with a unidimensional model. Hot tasks were created by adding affective salience to cool tasks so that hot and cool tasks varied only by this aspect of the tasks. Tasks measuring EC were best described by a single factor and not distinct hot and cool factors, indicating that affective salience alone does not differentiate between hot and cool EC. EC shared gender-invariant associations with academic skills and externalizing behavior problems.
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Date Issued: 2014-06-01
Identifier: FSU_pmch_24518050, 10.1016/j.jecp.2013.11.013, PMC4349403, 24518050, 24518050, S0022-0965(13)00250-6
Format: Citation

Title: Exploring how nature and nurture affect the development of reading: an analysis of the Florida Twin Project on reading..
Creator: Hart, Sara A, Logan, Jessica A R, Soden-Hensler, Brooke, Kershaw, Sarah, Taylor, Jeanette, Schatschneider, Christopher
Abstract/Description: Research on the development of reading skills through the primary school years has pointed to the importance of individual differences in initial ability as well as the growth of those skills. Additionally, it has been theorized that reading skills develop incrementally. The present study examined the genetic and environmental influences on 2 developmental models representing these parallel ideas, generalizing the findings to explore the processes of reading development. Participants were...
Show moreResearch on the development of reading skills through the primary school years has pointed to the importance of individual differences in initial ability as well as the growth of those skills. Additionally, it has been theorized that reading skills develop incrementally. The present study examined the genetic and environmental influences on 2 developmental models representing these parallel ideas, generalizing the findings to explore the processes of reading development. Participants were drawn from the Florida Twin Project on Reading, with a total of 2,370 pairs of twins representative of the state of Florida. Twins' oral reading fluency scores from school progress monitoring records collected in the fall of Grades 1-5 were used to model development. Results suggested that genetic influences on the development of reading are general, shared across the early school years, as well as novel, with new genetic influences introduced at each of the first 3 years of school. The shared environment estimates suggest a pattern of general influences only, suggesting environmental effects that are moderate and stable across development.
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Date Issued: 2013-10-01
Identifier: FSU_pmch_23294149, 10.1037/a0031348, PMC3758396, 23294149, 23294149, 2013-00029-001
Format: Citation

Title: Genetic and environmental influences on early literacy skills across school grade contexts.
Creator: Haughbrook, Rasheda, Hart, Sara A, Schatschneider, Christopher, Taylor, Jeanette
Abstract/Description: Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. 'A', 'B') often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school grades. Participants included twins drawn from the Florida Twin Project on Reading (n = 1313 pairs) aged 4 to 10 years during the 2006-07 school year. Early literacy...
Show moreRecent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. 'A', 'B') often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school grades. Participants included twins drawn from the Florida Twin Project on Reading (n = 1313 pairs) aged 4 to 10 years during the 2006-07 school year. Early literacy skills were assessed with DIBELS subtests: Oral Reading Fluency (ORF), Nonsense Word Fluency (NWF), Initial Sound Fluency (ISF), Letter Naming Fluency (LNF), and Phoneme Segmentation Fluency (PSF). School grade data were retrieved from the Florida Department of Education. Multi-group analyses were conducted separately for subsamples defined by 'A' or 'non-A' schools, controlling for school-level socioeconomic status. Results indicated significant etiological differences on pre-reading skills (ISF, LNF, and PSF), but not word-level reading skills (ORF and NWF). There was a consistent trend of greater environmental influences on pre-reading skills in non-A schools, arguably representing 'poorer' environmental contexts than the A schools. Importantly, this is the case outside of resources linked with school-level SES, indicating that something about the direct environment on pre-reading skills in the non-A school context is more variable than for A schools.
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Date Issued: 2017-09-01
Identifier: FSU_pmch_27496364, 10.1111/desc.12434, PMC5293682, 27496364, 27496364
Format: Citation

Title: Genetic influence on literacy constructs in kindergarten and first grade: evidence from a diverse twin sample..
Creator: Taylor, Jeanette, Schatschneider, Christopher
Abstract/Description: Historically, twin research on reading has been conducted on older children and the generalizability of results across racial/ethnic/socioeconomic groups is unclear. To address these gaps, early literacy skills were examined among 1,401 twin pairs in kindergarten and 1,285 twin pairs in first grade (ages 5-7). A multi-group analysis was conducted separately for subsamples defined by neighborhood income while controlling for race/ethnicity within each grade. Substantial additive genetic and...
Show moreHistorically, twin research on reading has been conducted on older children and the generalizability of results across racial/ethnic/socioeconomic groups is unclear. To address these gaps, early literacy skills were examined among 1,401 twin pairs in kindergarten and 1,285 twin pairs in first grade (ages 5-7). A multi-group analysis was conducted separately for subsamples defined by neighborhood income while controlling for race/ethnicity within each grade. Substantial additive genetic and shared environmental effects were found for early literacy skills measured in kindergarten. In first grade, variance in early reading was associated with large additive genetic effects for middle and high neighborhood income twins, but shared environmental influence was substantial for low neighborhood income twins. Results suggest that the etiological architecture of some early literacy skills may differ across economic contexts.
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Date Issued: 2010-09-01
Identifier: FSU_pmch_20563747, 10.1007/s10519-010-9368-7, PMC3529359, 20563747, 20563747
Format: Citation

Title: Genome-Wide Association and Exome Sequencing Study of Language Disorder in an Isolated Population.
Creator: Kornilov, Sergey A, Rakhlin, Natalia, Koposov, Roman, Lee, Maria, Yrigollen, Carolyn, Caglayan, Ahmet Okay, Magnuson, James S, Mane, Shrikant, Chang, Joseph T, Grigorenko, Elena L
Abstract/Description: Developmental language disorder (DLD) is a highly prevalent neurodevelopmental disorder associated with negative outcomes in different domains; the etiology of DLD is unknown. To investigate the genetic underpinnings of DLD, we performed genome-wide association and whole exome sequencing studies in a geographically isolated population with a substantially elevated prevalence of the disorder (ie, the AZ sample). DNA samples were collected from 359 individuals for the genome-wide association...
Show moreDevelopmental language disorder (DLD) is a highly prevalent neurodevelopmental disorder associated with negative outcomes in different domains; the etiology of DLD is unknown. To investigate the genetic underpinnings of DLD, we performed genome-wide association and whole exome sequencing studies in a geographically isolated population with a substantially elevated prevalence of the disorder (ie, the AZ sample). DNA samples were collected from 359 individuals for the genome-wide association study and from 12 severely affected individuals for whole exome sequencing. Multifaceted phenotypes, representing major domains of expressive language functioning, were derived from collected speech samples. Gene-based analyses revealed a significant association between SETBP1 and complexity of linguistic output (P = 5.47 × 10(-7)). The analysis of exome variants revealed coding sequence variants in 14 genes, most of which play a role in neural development. Targeted enrichment analysis implicated myocyte enhancer factor-2 (MEF2)-regulated genes in DLD in the AZ population. The main findings were successfully replicated in an independent cohort of children at risk for related disorders (n = 372). MEF2-regulated pathways were identified as potential candidate pathways in the etiology of DLD. Several genes (including the candidate SETBP1 and other MEF2-related genes) seem to jointly influence certain, but not all, facets of the DLD phenotype. Even when genetic and environmental diversity is reduced, DLD is best conceptualized as etiologically complex. Future research should establish whether the signals detected in the AZ population can be replicated in other samples and languages and provide further characterization of the identified pathway.
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Date Issued: 2016-04-01
Identifier: FSU_pmch_27016271, 10.1542/peds.2015-2469, PMC4811310, 27016271, 27016271, peds.2015-2469
Format: Citation

Title: Gender and agreement processing in children with developmental language disorder.
Creator: Rakhlin, Natalia, Kornilov, Sergey A, Grigorenko, Elena L
Abstract/Description: Two experiments tested whether Russian-speaking children with Developmental Language Disorder (DLD) are sensitive to gender agreement when performing a gender decision task. In Experiment 1, the presence of overt gender agreement between verbs and/or adjectival modifiers and postverbal subject nouns memory was varied. In Experiment 2, agreement violations were introduced and the targets varied between words, pseudo-words, or pseudo-words with derivational suffixes. In both experiments,...
Show moreTwo experiments tested whether Russian-speaking children with Developmental Language Disorder (DLD) are sensitive to gender agreement when performing a gender decision task. In Experiment 1, the presence of overt gender agreement between verbs and/or adjectival modifiers and postverbal subject nouns memory was varied. In Experiment 2, agreement violations were introduced and the targets varied between words, pseudo-words, or pseudo-words with derivational suffixes. In both experiments, children with DLD did not differ from typically developing children in their reaction time or sensitivity to agreement features. In both groups, trials with feminine gender resulted in a higher error rate. Children with DLD displayed lower overall accuracy, which was related to differences in phonological memory in both experiments. Furthermore, in Experiment 1 group differences were not maintained after phonological memory was entered as a covariate. The results are discussed with respect to various processing and linguistic theories of DLD.
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Date Issued: 2014-03-01
Identifier: FSU_pmch_23390959, 10.1017/S030500091200058X, PMC4573562, 23390959, 23390959, S030500091200058X
Format: Citation

Title: Gender Differences in Reading Impairment and in the Identification of Impaired Readers: Results From a Large-Scale Study of At-Risk Readers..
Creator: Quinn, Jamie M, Wagner, Richard K
Abstract/Description: Reading impairment is more common in males, but the magnitude and origin of this gender difference are debated. In a large-scale study of reading impairment among 491,103 beginning second-graders, gender differences increased with greater severity of reading impairment, peaking at a ratio of 2.4:1 for a broad measure of fluency and a ratio of 1.6:1 for a narrow measure of decoding. Results from three tests indicate that gender differences in reading impairment are attributable primarily to...
Show moreReading impairment is more common in males, but the magnitude and origin of this gender difference are debated. In a large-scale study of reading impairment among 491,103 beginning second-graders, gender differences increased with greater severity of reading impairment, peaking at a ratio of 2.4:1 for a broad measure of fluency and a ratio of 1.6:1 for a narrow measure of decoding. Results from three tests indicate that gender differences in reading impairment are attributable primarily to male vulnerability rather than ascertainment bias. Correspondence between identification as an impaired reader by our study criteria and school identification as learning disabled was poor overall and worse for girls: Only 1 out of 4 boys and 1 out of 7 girls identified as reading impaired in our study was school identified as learning disabled.
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Date Issued: 2015-07-01
Identifier: FSU_pmch_24153403, 10.1177/0022219413508323, PMC3997651, 24153403, 24153403, 0022219413508323
Format: Citation

Title: Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators.
Creator: Allan, Nicholas P, Lonigan, Christopher J
Abstract/Description: Effortful control (EC) is an important developmental construct, associated with socioemotional growth, academic performance, and psychopathology. EC is defined as the ability to execute goal-directed behavior to inhibit or delay a prepotent response in favor of a subdominant response. Extant research indicates that EC may be multidimensional. Confirmatory factor analysis with a sample of 234 preschoolers was used to determine if tasks designed to measure EC were best described by hot ...
Show moreEffortful control (EC) is an important developmental construct, associated with socioemotional growth, academic performance, and psychopathology. EC is defined as the ability to execute goal-directed behavior to inhibit or delay a prepotent response in favor of a subdominant response. Extant research indicates that EC may be multidimensional. Confirmatory factor analysis with a sample of 234 preschoolers was used to determine if tasks designed to measure EC were best described by hot (affectively salient) and cool (affectively neutral) dimensions or by a single factor. Analyses revealed that EC is best described by a single factor, even when variance associated with children's language skills was removed. This EC factor was strongly related to measures of academic performance and significantly less related to measures of socioemotional development.
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Date Issued: 2011-07-01
Identifier: FSU_pmch_21553957, 10.1037/a0023748, PMC3521160, 21553957, 21553957, 2011-09339-001
Format: Citation

Title: Examining the factor structure and etiology of prosociality.
Creator: Mikolajewski, Amy J, Chavarria, Jesus, Moltisanti, Allison, Hart, Sara A, Taylor, Jeanette
Abstract/Description: Prosociality is one construct included in the developmental propensity model proposed by Lahey and Waldman (2003, 2005) to explain the development of conduct problems in childhood and adolescence. Findings from previous literature on 2 facets of prosociality, dispositional sympathy and respect for rules, suggest that both may have genetic and nonshared environmental influences, but only the latter may have shared environmental influence. The goal of the current article was to explore the...
Show moreProsociality is one construct included in the developmental propensity model proposed by Lahey and Waldman (2003, 2005) to explain the development of conduct problems in childhood and adolescence. Findings from previous literature on 2 facets of prosociality, dispositional sympathy and respect for rules, suggest that both may have genetic and nonshared environmental influences, but only the latter may have shared environmental influence. The goal of the current article was to explore the structure of the prosociality disposition from a measurement perspective as well as to examine the etiology of this construct. The sample consisted of 686 twin pairs ages 7 to 13. Parents rated their children's prosociality using the Child and Adolescent Dispositions Scale. The factor structure of the prosociality scale was examined using confirmatory factor analysis to compare a 1-factor model with a 2-factor model. Twin analyses were used to examine the proportion of variance associated with genetic and environmental effects on the latent factor(s) from the best fitting model. Results of the current study suggest that prosociality is a disposition that can be conceptualized as 2 related factors rather than a unitary dimension. These 2 factors map onto the subscales of the prosociality dimension (dispositional sympathy and respect for rules). Both factors had significant genetic and nonshared environmental influences, but only respect for rules had significant shared environmental influences. Examining the dispositional sympathy and respect for rules facets of prosociality separately allowed for the discovery that shared environmental factors may have more impact on respect for rules than sympathy.
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Date Issued: 2014-12-01
Identifier: FSU_pmch_24885847, 10.1037/a0037132, PMC4254383, 24885847, 24885847, 2014-22379-001
Format: Citation

Title: First graders' literacy and self-regulation gains: The effect of individualizing student instruction..
Creator: Connor, Carol McDonald, Ponitz, Claire Cameron, Phillips, Beth M, Travis, Q Monét, Glasney, Stephanie, Morrison, Frederick J
Abstract/Description: We examined the effect of individualizing student instruction (ISI; N=445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small...
Show moreWe examined the effect of individualizing student instruction (ISI; N=445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small groups would promote students' self-regulation. We found no main effect of ISI on self-regulation gains. However, for students with weaker initial self-regulation, ISI was associated with greater self-regulation gains compared to peers in control classrooms. The ISI effect on self-regulation was greater when the intervention was more fully implemented.
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Date Issued: 2010-10-01
Identifier: FSU_pmch_20728691, 10.1016/j.jsp.2010.06.003, PMC2976978, 20728691, 20728691, S0022-4405(10)00046-4
Format: Citation

Title: Floor effects associated with universal screening and their impact on the early identification of reading disabilities.
Creator: Catts, Hugh W, Petscher, Yaacov, Schatschneider, Christopher, Sittner Bridges, Mindy, Mendoza, Katherin
Abstract/Description: Response to intervention (RTI) holds great promise for the early identification and prevention of reading disabilities. The success of RTI rests in part on the accuracy of universal screening tools used within this framework. Despite advancements, screening instruments designed to identify children at risk for reading disabilities continue to have limited predictive validity. In this study, the authors examined a common screening instrument for the presence of floor effects and investigated...
Show moreResponse to intervention (RTI) holds great promise for the early identification and prevention of reading disabilities. The success of RTI rests in part on the accuracy of universal screening tools used within this framework. Despite advancements, screening instruments designed to identify children at risk for reading disabilities continue to have limited predictive validity. In this study, the authors examined a common screening instrument for the presence of floor effects and investigated the impact that these effects have on the predictive validity of the instrument. Longitudinal data (kindergarten to third grade) from a large cohort of children were used. These data included children's performance on five measures from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and two reading achievement outcome measures. The results showed that DIBELS measures were characterized by floor effects in their initial administrations and that these effects reduced the predictive validity of the measures. The implications of these findings for early identification are discussed.
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Date Issued: 2009-03-01
Identifier: FSU_pmch_19098274, 10.1177/0022219408326219, PMC4308976, 19098274, 19098274, 0022219408326219
Format: Citation

Title: Lexical processing deficits in children with developmental language disorder: An event-related potentials study..
Creator: Kornilov, Sergey A, Magnuson, James S, Rakhlin, Natalia, Landi, Nicole, Grigorenko, Elena L
Abstract/Description: Lexical processing deficits in children with developmental language disorder (DLD) have been postulated to arise as sequelae of their grammatical deficits (either directly or via compensatory mechanisms) and vice versa. We examined event-related potential indices of lexical processing in children with DLD (n = 23) and their typically developing peers (n = 16) using a picture-word matching paradigm. We found that children with DLD showed markedly reduced N400 amplitudes in response both to...
Show moreLexical processing deficits in children with developmental language disorder (DLD) have been postulated to arise as sequelae of their grammatical deficits (either directly or via compensatory mechanisms) and vice versa. We examined event-related potential indices of lexical processing in children with DLD (n = 23) and their typically developing peers (n = 16) using a picture-word matching paradigm. We found that children with DLD showed markedly reduced N400 amplitudes in response both to auditorily presented words that had initial phonological overlap with the name of the pictured object and to words that were not semantically or phonologically related to the pictured object. Moreover, this reduction was related to behavioral indices of phonological and lexical but not grammatical development. We also found that children with DLD showed a depressed phonological mapping negativity component in the early time window, suggesting deficits in phonological processing or early lexical access. The results are partially consistent with the overactivation account of lexical processing deficits in DLD and point to the relative functional independence of lexical/phonological and grammatical deficits in DLD, supporting a multidimensional view of the disorder. The results also, although indirectly, support the neuroplasticity account of DLD, according to which language impairment affects brain development and shapes the specific patterns of brain responses to language stimuli.
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Date Issued: 2015-05-01
Identifier: FSU_pmch_25997765, 10.1017/S0954579415000097, PMC4606961, 25997765, 25997765, S0954579415000097
Format: Citation

Title: Lexical decision as an endophenotype for reading comprehension: an exploration of an association..
Creator: Naples, Adam, Katz, Len, Grigorenko, Elena L
Abstract/Description: Based on numerous suggestions in the literature, we evaluated lexical decision (LD) as a putative endophenotype for reading comprehension by investigating heritability estimates and segregation analyses parameter estimates for both of these phenotypes. Specifically, in a segregation analysis of a large sample of families, we established that there is little to no overlap between genes contributing to LD and reading comprehension and that the genetic mechanism behind LD derived from this...
Show moreBased on numerous suggestions in the literature, we evaluated lexical decision (LD) as a putative endophenotype for reading comprehension by investigating heritability estimates and segregation analyses parameter estimates for both of these phenotypes. Specifically, in a segregation analysis of a large sample of families, we established that there is little to no overlap between genes contributing to LD and reading comprehension and that the genetic mechanism behind LD derived from this analysis appears to be more complex than that for reading comprehension. We conclude that in our sample, LD is not a good candidate as an endophenotype for reading comprehension, despite previous suggestions from the literature. Based on this conclusion, we discuss the role and benefit of the endophenotype approach in studies of complex human cognitive functions.
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Date Issued: 2012-11-01
Identifier: FSU_pmch_23062302, 10.1017/S0954579412000752, PMC3541527, 23062302, 23062302, S0954579412000752
Format: Citation

Title: Impact of a low-intensity pedagogical model for integrating MedlinePlus exercises into middle school nutrition lessons.
Creator: Rankins, Jenice, Kirksey, Otis, Bogan, Yolanda, Brown, Betty
Abstract/Description: The research developed and pilot-tested MedlinePlus exercises in a diet-related chronic disease prevention (DCDP) middle school lesson unit called "Live." MedlinePlus exercises were jointly developed by two middle school family and consumer sciences (FCS) teachers and integrated into the "Live" DCDP lesson unit. FCS classes (n = 4) who had participated in a prior "Live" study were chosen to pilot-test the MedlinePlus-supplemented exercises. Evaluation measures included student satisfaction ...
Show moreThe research developed and pilot-tested MedlinePlus exercises in a diet-related chronic disease prevention (DCDP) middle school lesson unit called "Live." MedlinePlus exercises were jointly developed by two middle school family and consumer sciences (FCS) teachers and integrated into the "Live" DCDP lesson unit. FCS classes (n = 4) who had participated in a prior "Live" study were chosen to pilot-test the MedlinePlus-supplemented exercises. Evaluation measures included student satisfaction (assessed using an 8-item pre- and posttest questionnaire), knowledge gained, and attitudinal changes (assessed with an abridged version of a previously developed "Live" questionnaire). Statistical analyses were performed using SPSS. Of 62 total study participants, 56 (92.3%) said that they were either "somewhat" or "clearly": (a) more likely to use MedlinePlus as a future source for answering questions about their personal health and (b) more knowledgeable about how eating habits can help prevent disease. Selected parameters were improved for nutrition knowledge (P < 0.01) and attitudes (P < 0.01) related to healthy eating. MedlinePlus has good potential for efficiently communicating trustworthy diet-related disease-prevention behaviors to adolescents in an existing classroom curriculum.
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Date Issued: 2007-10-01
Identifier: FSU_pmch_17971886, 10.3163/1536-5050.95.4.388, PMC2000791, 17971886, 17971886
Format: Citation

Title: Intergenerational transmission of relationship aggression: a prospective longitudinal study..
Creator: Cui, Ming, Durtschi, Jared A, Donnellan, M Brent, Lorenz, Frederick O, Conger, Rand D
Abstract/Description: The present study examined whether physical and verbal aggression in the family of origin were associated with similar patterns of aggression in young adult couples. Hypotheses were tested using a sample of 213 focal individuals who were followed from adolescence to adulthood. Results suggested that aggression in the family when focal participants were adolescents predicted aggression with romantic partners when participants were adults. The association between interparental aggression and...
Show moreThe present study examined whether physical and verbal aggression in the family of origin were associated with similar patterns of aggression in young adult couples. Hypotheses were tested using a sample of 213 focal individuals who were followed from adolescence to adulthood. Results suggested that aggression in the family when focal participants were adolescents predicted aggression with romantic partners when participants were adults. The association between interparental aggression and later aggression in adult romantic unions was partially mediated through parents' aggression to focal participants when they were adolescents. Both physical and verbal aggression revealed the same pattern of findings. All together, these findings are consistent with a developmental-interactional perspective (Capaldi & Gorman-Smith, 2003) concerning the developmental origins of aggression in intimate relationships.
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Date Issued: 2010-12-01
Identifier: FSU_pmch_21171767, 10.1037/a0021675, PMC3296128, 21171767, 21171767, 2010-25811-003
Format: Citation

Title: Kallikrein cascades in traumatic spinal cord injury: in vitro evidence for roles in axonopathy and neuron degeneration..
Creator: Radulovic, Maja, Yoon, Hyesook, Larson, Nadya, Wu, Jianmin, Linbo, Rachel, Burda, Joshua E, Diamandis, Eleftherios P, Blaber, Sachiko I, Blaber, Michael, Fehlings, Michael G,...
Show moreRadulovic, Maja, Yoon, Hyesook, Larson, Nadya, Wu, Jianmin, Linbo, Rachel, Burda, Joshua E, Diamandis, Eleftherios P, Blaber, Sachiko I, Blaber, Michael, Fehlings, Michael G, Scarisbrick, Isobel A
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Abstract/Description: Kallikreins (KLKs) are a family of 15 secreted serine proteases with emerging roles in neurologic diseases. To illuminate their contributions to the pathophysiology of spinal cord injury (SCI), we evaluated acute through chronic changes in the immunohistochemical appearance of 6 KLKs (KLK1, KLK5, KLK6, KLK7, KLK8, and KLK9) in postmortem human traumatic SCI cases, quantified their RNA expression levels in experimental murine SCI, and assessed the impact of recombinant forms of each enzyme...
Show moreKallikreins (KLKs) are a family of 15 secreted serine proteases with emerging roles in neurologic diseases. To illuminate their contributions to the pathophysiology of spinal cord injury (SCI), we evaluated acute through chronic changes in the immunohistochemical appearance of 6 KLKs (KLK1, KLK5, KLK6, KLK7, KLK8, and KLK9) in postmortem human traumatic SCI cases, quantified their RNA expression levels in experimental murine SCI, and assessed the impact of recombinant forms of each enzyme toward murine cortical neurons in vitro. Temporally and spatially distinct changes in KLK expression were observed with partially overlapping patterns between human and murine SCI, including peak elevations (or reductions) during the acute and subacute periods. Kallikrein 9 showed the most marked changes and remained chronically elevated. Importantly, a subset of KLKs (KLK1, KLK5, KLK6, KLK7, and KLK9) were neurotoxic toward primary neurons in vitro. Kallikrein immunoreactivity was also observed in association with swollen axons and retraction bulbs in the human SCI cases examined. Together, these findings demonstrate that elevated levels of a significant subset of KLKs are positioned to contribute to neurodegenerative changes in cases of CNS trauma and disease and, therefore, represent new potential targets for the development of neuroprotective strategies.
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Date Issued: 2013-11-01
Identifier: FSU_pmch_24128681, 10.1097/NEN.0000000000000007, PMC4097185, 24128681, 24128681
Format: Citation

Title: In search of the perfect phenotype: an analysis of linkage and association studies of reading and reading-related processes..
Creator: Skiba, Thomas, Landi, Nicole, Wagner, Richard, Grigorenko, Elena L
Abstract/Description: Reading ability and specific reading disability (SRD) are complex traits involving several cognitive processes and are shaped by a complex interplay of genetic and environmental forces. Linkage studies of these traits have identified several susceptibility loci. Association studies have gone further in detecting candidate genes that might underlie these signals. These results have been obtained in samples of mainly European ancestry, which vary in their languages, inclusion criteria, and...
Show moreReading ability and specific reading disability (SRD) are complex traits involving several cognitive processes and are shaped by a complex interplay of genetic and environmental forces. Linkage studies of these traits have identified several susceptibility loci. Association studies have gone further in detecting candidate genes that might underlie these signals. These results have been obtained in samples of mainly European ancestry, which vary in their languages, inclusion criteria, and phenotype assessments. Such phenotypic heterogeneity across samples makes understanding the relationship between reading (dis)ability and reading-related processes and the genetic factors difficult; in addition, it may negatively influence attempts at replication. In moving forward, the identification of preferable phenotypes for future sample collection may improve the replicability of findings. This review of all published linkage and association results from the past 15 years was conducted to determine if certain phenotypes produce more replicable and consistent results than others.
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Date Issued: 2011-01-01
Identifier: FSU_pmch_21243420, 10.1007/s10519-011-9444-7, PMC3056345, 21243420, 21243420
Format: Citation

Title: Identifying learning patterns of children at risk for Specific Reading Disability.
Creator: Barbot, Baptiste, Krivulskaya, Suzanna, Hein, Sascha, Reich, Jodi, Thuma, Philip E, Grigorenko, Elena L
Abstract/Description: Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga-speaking Zambia. A multi-group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across...
Show moreDifferences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga-speaking Zambia. A multi-group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across trials. Results showed that the +SRD group recalled fewer words correctly in the first trial, learned at a slower rate during the subsequent trials, and demonstrated a more linear learning pattern compared to the -SRD group. This study illustrates the promise of LGCM applied to multi-trial learning tasks, by isolating three components of the learning process (initial recall, rate of learning, and functional pattern of learning). Implications of this microdevelopmental approach to SRD research in low-to-middle income countries are discussed.
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Date Issued: 2016-05-01
Identifier: FSU_pmch_26037654, 10.1111/desc.12313, PMC4751058, 26037654, 26037654
Format: Citation

Title: Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills..
Creator: Lonigan, Christopher J, Allan, Darcey M, Goodrich, J Marc, Farrington, Amber L, Phillips, Beth M
Abstract/Description: Children's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill development, few included large numbers of Spanish-speaking language-minority children. Among the fastest growing segments of the U.S. school-age...
Show moreChildren's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill development, few included large numbers of Spanish-speaking language-minority children. Among the fastest growing segments of the U.S. school-age population, many of these children are at significant risk of academic difficulties. We examined the relations between inhibitory control and academic skills in a sample containing a large number of Spanish-speaking preschoolers. Overall, the children demonstrated substantial academic risk based on preschool-entry vocabulary scores in the below-average range. Children completed assessments of language, literacy, and math skills in English and Spanish, when appropriate, at the start and end of their preschool year, along with a measure of inhibitory control, the Head-Toes-Knees-Shoulders task, which was administered at the start of the preschool year in the child's dominant conversational language. Scores on this last measure were lower for children for whom it was administered in Spanish. For both English and Spanish outcomes, those scores were significantly and uniquely associated with higher scores on measures of phonological awareness and math skills but not vocabulary or print knowledge skills.
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Date Issued: 2017-07-01
Identifier: FSU_pmch_26631366, 10.1177/0022219415618498, PMC5432406, 26631366, 26631366, 0022219415618498
Format: Citation

Title: Negative affect shares genetic and environmental influences with symptoms of childhood internalizing and externalizing disorders.
Creator: Mikolajewski, Amy J, Allan, Nicholas P, Hart, Sara A, Lonigan, Christopher J, Taylor, Jeanette
Abstract/Description: The co-occurrence of internalizing and externalizing disorders suggests that they may have common underlying vulnerability factors. Research has shown that negative affect is moderately positively correlated with both internalizing and externalizing disorders in children. The present study is the first to provide an examination of negative affect in relation to a wide spectrum of childhood internalizing and externalizing problems using a biometric model. This study extends prior findings of...
Show moreThe co-occurrence of internalizing and externalizing disorders suggests that they may have common underlying vulnerability factors. Research has shown that negative affect is moderately positively correlated with both internalizing and externalizing disorders in children. The present study is the first to provide an examination of negative affect in relation to a wide spectrum of childhood internalizing and externalizing problems using a biometric model. This study extends prior findings of more narrowly focused associations by using a factor approach including multiple disorders. The sample for this study included families of 691 same-sex 7- to 13-year old twin pairs. A multifactorial independent pathway model was used to examine the genetic and environmental influences underlying the covariation of parent-reported negative affect, internalizing symptoms, and externalizing symptoms. Results of the current study suggest that negative affect shares genetic and environmental influences with both internalizing and externalizing disorders in childhood. These common influences may partially explain their comorbidity. Understanding that negative affect is at least one contributor to the covariation among these disorders may highlight avenues for early risk assessment, intervention, and perhaps prevention.
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Date Issued: 2013-04-01
Identifier: FSU_pmch_23011215, 10.1007/s10802-012-9681-0, PMC3548041, 23011215, 23011215
Format: Citation

Title: Behavior, brain, and genome in genomic disorders: finding the correspondences..
Creator: Grigorenko, Elena L, Urban, Alexander E, Mencl, Einar
Abstract/Description: Within the last decade or so, there has been an acceleration of research attempting to connect specific genetic lesions to the patterns of brain structure and activation. This article comments on observations that have been made based on these recent data and discusses their importance for the field of investigations into developmental disorders. In making these observations, the authors focus on one specific genomic lesion, the well-studied, yet still incompletely understood, 22q11.2...
Show moreWithin the last decade or so, there has been an acceleration of research attempting to connect specific genetic lesions to the patterns of brain structure and activation. This article comments on observations that have been made based on these recent data and discusses their importance for the field of investigations into developmental disorders. In making these observations, the authors focus on one specific genomic lesion, the well-studied, yet still incompletely understood, 22q11.2 deletion syndrome. The authors demonstrate the degree of variability in the phenotype that occurs at both the brain and behavioral levels of genomic disorders and describe how this variability is, on close inspection, represented at the genomic level. The authors emphasize the importance of combining genetic/genomic analyses and neuroimaging for research and for future clinical diagnostic purposes and for the purposes of developing individualized, patient-tailored treatment and remediation approaches.
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Date Issued: 2010-09-01
Identifier: FSU_pmch_20814258, 10.1097/DBP.0b013e3181f5a0a1, PMC4124614, 20814258, 20814258, 00004703-201009000-00013
Format: Citation

Title: Behavioral genetic approach to the study of dyslexia.
Creator: Hensler, Brooke Soden, Schatschneider, Christopher, Taylor, Jeanette, Wagner, Richard K
Abstract/Description: Dyslexia is a prominent focus of practitioners, educators, and researchers because of the myriad consequences of failing to read proficiently. The aim of this study was to provide a brief overview of how twin studies can offer insight on the cause of many human behaviors and disorders including dyslexia, discuss common misconceptions regarding findings from behavioral genetic studies, briefly review the evidence on the relationship between genes, environment, and dyslexia, and finally present...
Show moreDyslexia is a prominent focus of practitioners, educators, and researchers because of the myriad consequences of failing to read proficiently. The aim of this study was to provide a brief overview of how twin studies can offer insight on the cause of many human behaviors and disorders including dyslexia, discuss common misconceptions regarding findings from behavioral genetic studies, briefly review the evidence on the relationship between genes, environment, and dyslexia, and finally present some findings from a large-scale twin study on reading and dyslexia. Participants were twins from a large ethnically and socioeconomically diverse twin sample in an ongoing longitudinal study of reading and dyslexia. Heritabilities of reading ability and dyslexia were calculated for 1,024 first grade twins on a standardized reading measure. Children were identified as dyslexic if they scored at the 15th percentile or below on a reading measure. Relatively high heritabilities were observed for both reading ability and dyslexia indicating substantial genetic influences. Further, results indicated some overlap of genetic factors influencing reading ability and dyslexia. Behavioral genetic studies offer a means of understanding the cause of dyslexia. This study extended research to a more diverse sample than extant studies and found lower heritability estimates of reading ability and dyslexia, but a similar pattern of results indicating possible genetic overlap. Twin studies provide perspective for discoveries of specific genes involved in dyslexia by quantifying the amount of variance waiting to be accounted for by genes while simultaneously providing an impetus to continue working on efforts for environmental intervention.
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Date Issued: 2010-09-01
Identifier: FSU_pmch_20814252, 10.1097/DBP.0b013e3181ee4b70, PMC2952936, 20814252, 20814252, 00004703-201009000-00002
Format: Citation

Title: Common genetic and nonshared environmental factors contribute to the association between socioemotional dispositions and the externalizing factor in children.
Creator: Taylor, Jeanette, Allan, Nicholas, Mikolajewski, Amy J, Hart, Sara A
Abstract/Description: Childhood behavioral disorders including conduct disorder (CD), oppositional defiant disorder (ODD), and attention-deficit/hyperactivity disorder (ADHD) often co-occur. Prior twin research shows that common sets of genetic and environmental factors are associated with these various disorders and they form a latent factor called Externalizing. The developmental propensity model posits that CD develops in part from socioemotional dispositions of prosociality, negative emotionality, and daring;...
Show moreChildhood behavioral disorders including conduct disorder (CD), oppositional defiant disorder (ODD), and attention-deficit/hyperactivity disorder (ADHD) often co-occur. Prior twin research shows that common sets of genetic and environmental factors are associated with these various disorders and they form a latent factor called Externalizing. The developmental propensity model posits that CD develops in part from socioemotional dispositions of prosociality, negative emotionality, and daring; and recent research has supported the expected genetic and environmental associations between these dispositions and CD. This study examined the developmental propensity model in relation to the broader Externalizing factor that represents the covariance among behavior disorders in children. Parents of 686 six- to twelve-year-old twin pairs rated them on symptoms of CD, ADHD, and ODD using the disruptive behavior disorder scale and on prosociality, negative emotionality, and daring using the child and adolescent dispositions scale. A latent factor multivariate Cholesky model was used with each disposition latent factor comprised of respective questionnaire items and the Externalizing factor comprised of symptom dimensions of CD, ADHD inattention, ADHD hyperactivity/impulsivity, and ODD. Results supported the hypothesis that the socioemotional dispositions and the Externalizing factor have genetic factors in common, but there was not a single genetic factor associated with all of the constructs. As expected, nonshared environment factors were shared by the dispositions and externalizing factor but, again, no single nonshared environmental factor was common to all constructs. A shared environmental factor was associated with both negative emotionality and externalizing. The developmental propensity model was supported and appears to extend to the broader externalizing spectrum of childhood disorders. Socioemotional dispositions of prosociality, negative emotionality, and (to a lesser extent) daring may contribute to the covariation among behavioral disorders and perhaps to their comorbid expression through common sets of primarily genetic but also environmental factors.
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Date Issued: 2013-01-01
Identifier: FSU_pmch_23017065, PMC3527638, 23017065, 23017065
Format: Citation

Title: The COMT Val/Met polymorphism is associated with reading-related skills and consistent patterns of functional neural activation.
Creator: Landi, Nicole, Frost, Stephen J, Mencl, W Einar, Preston, Jonathan L, Jacobsen, Leslie K, Lee, Maria, Yrigollen, Carolyn, Pugh, Kenneth R, Grigorenko, Elena L
Abstract/Description: In both children and adults there is large variability in reading skill, with approximately 5-10% of individuals characterized as having reading disability; these individuals struggle to learn to read despite adequate intelligence and opportunity. Although it is well established that a substantial portion of this variability is attributed to the genetic differences between individuals, specifics of the connections between reading and the genome are not understood. This article presents data...
Show moreIn both children and adults there is large variability in reading skill, with approximately 5-10% of individuals characterized as having reading disability; these individuals struggle to learn to read despite adequate intelligence and opportunity. Although it is well established that a substantial portion of this variability is attributed to the genetic differences between individuals, specifics of the connections between reading and the genome are not understood. This article presents data that suggest that variation in the COMT gene, which has previously been associated with variation in higher-order cognition, is associated with reading and reading-related skills, at the level of both brain and behavior. In particular, we found that the COMT Val/Met polymorphism at rs4680, which results in the substitution of the ancestral Valine (Val) by Methionine (Met), was associated with better performance on a number of critical reading measures and with patterns of functional neural activation that have been linked to better readers. We argue that this polymorphism, known for its broad effects on cognition, may modulate (likely through frontal lobe function) reading skill.
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Date Issued: 2013-01-01
Identifier: FSU_pmch_23278923, 10.1111/j.1467-7687.2012.01180.x, PMC3655431, 23278923, 23278923
Format: Citation

Title: Childhood adversity and DNA methylation of genes involved in the hypothalamus-pituitary-adrenal axis and immune system: whole-genome and candidate-gene associations..
Creator: Bick, Johanna, Naumova, Oksana, Hunter, Scott, Barbot, Baptiste, Lee, Maria, Luthar, Suniya S, Raefski, Adam, Grigorenko, Elena L
Abstract/Description: In recent years, translational research involving humans and animals has uncovered biological and physiological pathways that explain associations between early adverse circumstances and long-term mental and physical health outcomes. In this article, we summarize the human and animal literature demonstrating that epigenetic alterations in key biological systems, the hypothalamus-pituitary-adrenal axis and immune system, may underlie such disparities. We review evidence suggesting that changes...
Show moreIn recent years, translational research involving humans and animals has uncovered biological and physiological pathways that explain associations between early adverse circumstances and long-term mental and physical health outcomes. In this article, we summarize the human and animal literature demonstrating that epigenetic alterations in key biological systems, the hypothalamus-pituitary-adrenal axis and immune system, may underlie such disparities. We review evidence suggesting that changes in DNA methylation profiles of the genome may be responsible for the alterations in hypothalamus-pituitary-adrenal axis and immune system trajectories. Using some preliminary data, we demonstrate how explorations of genome-wide and candidate-gene DNA methylation profiles may inform hypotheses and guide future research efforts in these areas. We conclude our article by discussing the many important future directions, merging perspectives from developmental psychology, molecular genetics, neuroendocrinology, and immunology, that are essential for furthering our understanding of how early adverse circumstances may shape developmental trajectories, particularly in the areas of stress reactivity and physical or mental health.
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Date Issued: 2012-11-01
Identifier: FSU_pmch_23062307, 10.1017/S0954579412000806, PMC3755948, 23062307, 23062307, S0954579412000806
Format: Citation

Title: Children's behavioral regulation and literacy: The impact of the first grade classroom environment..
Creator: Day, Stephanie L, Connor, Carol McDonald, McClelland, Megan M
Abstract/Description: Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children...
Show moreClassroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy.
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Date Issued: 2015-10-01
Identifier: FSU_pmch_26407837, 10.1016/j.jsp.2015.07.004, PMC4598041, 26407837, 26407837, S0022-4405(15)00047-3
Format: Citation

Title: Comparison of whole-genome DNA methylation patterns in whole blood, saliva, and lymphoblastoid cell lines.
Creator: Thompson, Tara M, Sharfi, Duaa, Lee, Maria, Yrigollen, Carolyn M, Naumova, Oksana Yu, Grigorenko, Elena L
Abstract/Description: Epigenetic mechanisms, including DNA methylation, that underlie neuropsychiatric conditions have become a promising area of research. Most commonly used DNA sources in such studies are peripheral (whole) blood (WB), saliva (SL), and lymphoblastoid cell lines (LCLs); thus, the question of the consistency of DNA methylation patterns in those cells is of particular interest. To investigate this question we performed comparative analyses of methylation patterns in WB, SL, and LCLs derived from...
Show moreEpigenetic mechanisms, including DNA methylation, that underlie neuropsychiatric conditions have become a promising area of research. Most commonly used DNA sources in such studies are peripheral (whole) blood (WB), saliva (SL), and lymphoblastoid cell lines (LCLs); thus, the question of the consistency of DNA methylation patterns in those cells is of particular interest. To investigate this question we performed comparative analyses of methylation patterns in WB, SL, and LCLs derived from the same individuals, using Illumina HumanMethylation27 BeadChip arrays. Our results showed that DNA methylation patterns in SL are relatively consistent with those in WB, whereas the patterns in LCLs are similarly distinct from both WB and SL. The results indicated that due to multiple random and directed changes in DNA methylation throughout cell culturing, LCLs are not a reliable source of DNA for epigenetic studies and should be used with caution when investigating epigenetic mechanisms underlying biological processes.
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Date Issued: 2013-03-01
Identifier: FSU_pmch_23269419, 10.1007/s10519-012-9579-1, PMC3577999, 23269419, 23269419
Format: Citation

Title: Pubertal development and anxiety risk independently relate to startle habituation during fear conditioning in 8-14 year-old females.
Creator: Jackson, Felicia, Nelson, Brady D, Meyer, Alexandria, Hajcak, Greg
Abstract/Description: Reduced habituation to aversive stimuli has been observed during adolescence and may reflect an underlying mechanism of vulnerability for anxiety disorders. This study examined the startle reflex during a fear-learning task in 54 8-14-year-old girls. We examined the relationship between mean startle, startle habituation, pubertal development, and two measures linked to risk for anxiety: behavioral inhibition system (BIS) and the error-related negativity (ERN). Puberty, BIS, and the ERN were...
Show moreReduced habituation to aversive stimuli has been observed during adolescence and may reflect an underlying mechanism of vulnerability for anxiety disorders. This study examined the startle reflex during a fear-learning task in 54 8-14-year-old girls. We examined the relationship between mean startle, startle habituation, pubertal development, and two measures linked to risk for anxiety: behavioral inhibition system (BIS) and the error-related negativity (ERN). Puberty, BIS, and the ERN were unrelated to mean startle; however, each measure modulated startle habituation. Greater pubertal development was associated with reduced startle habituation across the CS+ and CS-. Higher BIS related to a larger ERN, and both were associated with reduced startle habituation specifically to the CS+. All effects were independent of each other. Findings suggest that puberty alters habituation of defense system activation to both threat and safety cues, and this is independent of risk for anxiety, which uniquely impacts habituation to threat cues.
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Date Issued: 2017-05-01
Identifier: FSU_pmch_28383759, 10.1002/dev.21506, PMC5458749, 28383759, 28383759
Format: Citation

Title: A genetic variant brain-derived neurotrophic factor (BDNF) polymorphism interacts with hostile parenting to predict error-related brain activity and thereby risk for internalizing disorders in children.
Creator: Meyer, Alexandria, Hajcak, Greg, Hayden, Elizabeth, Sheikh, Haroon I, Singh, Shiva M, Klein, Daniel N
Abstract/Description: The error-related negativity (ERN) is a negative deflection in the event-related potential occurring when individuals make mistakes, and is increased in children with internalizing psychopathology. We recently found that harsh parenting predicts a larger ERN in children, and recent work has suggested that variation in the brain-derived neurotrophic factor (BDNF) gene may moderate the impact of early life adversity. Parents and children completed measures of parenting when children were 3...
Show moreThe error-related negativity (ERN) is a negative deflection in the event-related potential occurring when individuals make mistakes, and is increased in children with internalizing psychopathology. We recently found that harsh parenting predicts a larger ERN in children, and recent work has suggested that variation in the brain-derived neurotrophic factor (BDNF) gene may moderate the impact of early life adversity. Parents and children completed measures of parenting when children were 3 years old (N = 201); 3 years later, the ERN was measured and diagnostic interviews as well as dimensional symptom measures were completed. We found that harsh parenting predicted an increased ERN only among children with a methionine allele of the BDNF genotype, and evidence of moderated mediation: the ERN mediated the relationship between parenting and internalizing diagnoses and dimensional symptoms only if children had a methionine allele. We tested this model with externalizing disorders, and found that harsh parenting predicted externalizing outcomes, but the ERN did not mediate this association. These findings suggest that harsh parenting predicts both externalizing and internalizing outcomes in children; however, this occurs through different pathways that uniquely implicate error-related brain activity in the development of internalizing disorders.
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Date Issued: 2018-02-01
Identifier: FSU_pmch_28427482, 10.1017/S0954579417000517, PMC5752624, 28427482, 28427482, S0954579417000517
Format: Citation

Title: Neural Biomarker and Early Temperament Predict Increased Internalizing Symptoms After a Natural Disaster.
Creator: Meyer, Alexandria, Danielson, Carla Kmett, Danzig, Allison P, Bhatia, Vickie, Black, Sarah R, Bromet, Evelyn, Carlson, Gabrielle, Hajcak, Greg, Kotov, Roman, Klein, Daniel N
Abstract/Description: Although most people will experience a traumatic event at some point in their life, only some will develop significant psychological symptoms in the aftermath. In the current study, we use a preexisting longitudinal study located in Long Island to examine the impact of Hurricane Sandy on internalizing symptoms in a large sample of children. We focused on temperamental fear and a biomarker of risk for anxiety, the error-related negativity (ERN). The ERN is a negative deflection in the event...
Show moreAlthough most people will experience a traumatic event at some point in their life, only some will develop significant psychological symptoms in the aftermath. In the current study, we use a preexisting longitudinal study located in Long Island to examine the impact of Hurricane Sandy on internalizing symptoms in a large sample of children. We focused on temperamental fear and a biomarker of risk for anxiety, the error-related negativity (ERN). The ERN is a negative deflection in the event-related potential (ERP) occurring when individuals make mistakes and is increased in anxious individuals. The final sample consisted of 223 children who had undergone an observational assessment of fear at age 3 years and an electroencephalogram assessment of the ERN at age 6 years. At the age 9 year assessment, internalizing symptoms were assessed, and then again after the hurricane (∼65 weeks later). A significant three-way interaction among fearfulness, hurricane stressors, and the ERN in predicting posthurricane increases in internalizing symptoms suggested that children who were high in fear at age 3 years and experienced elevated hurricane stressors were characterized by subsequent increases in internalizing symptoms, but only when they were also characterized by an increased ERN at age 6 years. These findings support a diathesis-stress model, suggesting that early temperament and prestressor biological markers confer risk for increased psychological symptoms following environmental stressors.
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Date Issued: 2017-05-01
Identifier: FSU_pmch_28433090, 10.1016/j.jaac.2017.02.005, PMC5523656, 28433090, 28433090, S0890-8567(17)30069-2
Format: Citation

Title: Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial..
Creator: Tamm, Leanne, Denton, Carolyn A, Epstein, Jeffery N, Schatschneider, Christopher, Taylor, Heather, Arnold, L Eugene, Bukstein, Oscar, Anixt, Julia, Koshy, Anson, Newman,...
Show moreTamm, Leanne, Denton, Carolyn A, Epstein, Jeffery N, Schatschneider, Christopher, Taylor, Heather, Arnold, L Eugene, Bukstein, Oscar, Anixt, Julia, Koshy, Anson, Newman, Nicholas C, Maltinsky, Jan, Brinson, Patricia, Loren, Richard E A, Prasad, Mary R, Ewing-Cobbs, Linda, Vaughn, Aaron
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Abstract/Description: This trial compared attention-deficit/hyperactivity disorder (ADHD) treatment alone, intensive reading intervention alone, and their combination for children with ADHD and word reading difficulties and disabilities (RD). Children (n = 216; predominantly African American males) in Grades 2-5 with ADHD and word reading/decoding deficits were randomized to ADHD treatment (medication + parent training), reading treatment (reading instruction), or combined ADHD + reading treatment. Outcomes were...
Show moreThis trial compared attention-deficit/hyperactivity disorder (ADHD) treatment alone, intensive reading intervention alone, and their combination for children with ADHD and word reading difficulties and disabilities (RD). Children (n = 216; predominantly African American males) in Grades 2-5 with ADHD and word reading/decoding deficits were randomized to ADHD treatment (medication + parent training), reading treatment (reading instruction), or combined ADHD + reading treatment. Outcomes were parent and teacher ADHD ratings and measures of word reading/decoding. Analyses utilized a mixed models covariate-adjusted gain score approach with posttest regressed onto pretest. Inattention and hyperactivity/impulsivity outcomes were significantly better in the ADHD (parent Hedges's g = .87/.75; teacher g = .67/.50) and combined (parent g = 1.06/.95; teacher g = .36/41) treatment groups than reading treatment alone; the ADHD and Combined groups did not differ significantly (parent g = .19/.20; teacher g = .31/.09). Word reading and decoding outcomes were significantly better in the reading (word reading g = .23; decoding g = .39) and combined (word reading g = .32; decoding g = .39) treatment groups than ADHD treatment alone; reading and combined groups did not differ (word reading g = .09; decoding g = .00). Significant group differences were maintained at the 3- to 5-month follow-up on all outcomes except word reading. Children with ADHD and RD benefit from specific treatment of each disorder. ADHD treatment is associated with more improvement in ADHD symptoms than RD treatment, and reading instruction is associated with better word reading and decoding outcomes than ADHD treatment. The additive value of combining treatments was not significant within disorder, but the combination allows treating both disorders simultaneously. (PsycINFO Database Record
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Date Issued: 2017-05-01
Identifier: FSU_pmch_28333510, 10.1037/ccp0000170, PMC5398920, 28333510, 28333510, 2017-13225-001
Format: Citation

Title: Maternal cigarette smoking during pregnancy and the trajectory of externalizing and internalizing symptoms across childhood: Similarities and differences across parent, teacher, and self reports..
Creator: Sutin, Angelina R, Flynn, Heather A, Terracciano, Antonio
Abstract/Description: Maternal smoking during pregnancy (MSDP) has been associated with symptoms of externalizing (e.g., hyperactivity) and internalizing (e.g., emotional) disorders in childhood. The present research addresses two new questions about the nature of this relation: (1) Do the associations between MSDP and externalizing and internalizing symptoms vary by who reports the symptoms? and (2) Is MSDP associated with changes in symptomatology across childhood? We address these questions with two cohorts...
Show moreMaternal smoking during pregnancy (MSDP) has been associated with symptoms of externalizing (e.g., hyperactivity) and internalizing (e.g., emotional) disorders in childhood. The present research addresses two new questions about the nature of this relation: (1) Do the associations between MSDP and externalizing and internalizing symptoms vary by who reports the symptoms? and (2) Is MSDP associated with changes in symptomatology across childhood? We address these questions with two cohorts from the Longitudinal Study of Australian Children (LSAC). Parents and teachers completed the Strengths and Difficulties Questionnaire up to six times every two years between child ages 4 and 14 in the older cohort (N = 3841) and up to four times between child ages 4 and 10 in the younger cohort (N = 3714); the study children also completed the same questionnaire up to three times starting at age 10. Across the two cohorts, MSDP was associated with more externalizing symptoms as reported by parents, teachers, and self. MSDP was also associated with increases in externalizing symptoms across childhood when teachers assessed the symptoms but not when parents assessed them. Finally, MSDP was not consistently associated with the average level of internalizing symptoms, but it was associated with increases in these symptoms across childhood. The present research indicates a robust association between MSDP and the average level of externalizing symptoms in childhood regardless of who reports the symptoms. It also indicates that whether MSDP is associated with the trajectory of externalizing symptomatology depends on who reports on the symptoms.
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Date Issued: 2017-08-01
Identifier: FSU_pmch_28359941, 10.1016/j.jpsychires.2017.03.003, PMC5647462, 28359941, 28359941, S0022-3956(16)30806-8
Format: Citation

Title: Temperament and body weight from ages 4 to 15 years.
Creator: Sutin, A R, Kerr, J A, Terracciano, A
Abstract/Description: In adulthood, conscientiousness and neuroticism are correlates of body weight and weight gain. The present research examines whether the childhood antecedents of these traits, persistence and negative reactivity, respectively, are associated with weight gain across childhood. We likewise examine sociability as a predictor of childhood weight gain and whether these three traits are associated with weight concerns and weight-management strategies in adolescence. Participants (N=4153) were drawn...
Show moreIn adulthood, conscientiousness and neuroticism are correlates of body weight and weight gain. The present research examines whether the childhood antecedents of these traits, persistence and negative reactivity, respectively, are associated with weight gain across childhood. We likewise examine sociability as a predictor of childhood weight gain and whether these three traits are associated with weight concerns and weight-management strategies in adolescence. Participants (N=4153) were drawn from the Longitudinal Study of Australian Children, an ongoing, population-based study of child and family health and well-being. At the baseline assessment, caregivers reported on their child's temperament. At every assessment from ages 4-5 to 14-15 years, study children were weighed and measured by trained staff; there were up to six biennial assessments of body mass index and waist circumference. At ages 14-15 years, study children (n=2975) also self-reported on their weight concerns and weight-management strategies. Study children rated lower in persistence or higher in negative reactivity in early childhood gained more weight between the ages of 4 and 15 years. Sociability was associated with weight gain among girls but not among boys. Lower persistence and higher negative reactivity at ages 4-5 years were also associated with greater weight concerns, restrained eating and use of unhealthy weight-management strategies at ages 14-15 years. Childhood traits related to conscientiousness and neuroticism are associated with objective weight gain across childhood and with concerns and strategies to manage weight in adolescence. These results are consistent with a lifespan perspective that indicates that trait psychological functioning contributes to health-related markers from childhood through old age.
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Date Issued: 2017-07-01
Identifier: FSU_pmch_28280272, 10.1038/ijo.2017.62, PMC5496782, 28280272, 28280272, ijo201762
Format: Citation

Title: Characterization of Stress in Low-Income, Inner-City Mothers of Children with Poorly Controlled Asthma.
Creator: Bellin, Melissa H, Collins, Kathryn S, Osteen, Philip, Kub, Joan, Bollinger, Mary Elizabeth, Newsome, Angelica, Lewis-Land, Cassie, Butz, Arlene M
Abstract/Description: The goal of this longitudinal analysis was to characterize factors associated with the experience of life stress in low-income, inner-city mothers of minority children with high-risk asthma.Participants (n = 276) reported on family demographics, child asthma control and healthcare utilization, social support, contemporary life difficulties (housing, finances, violence exposure) measured by the validated Crisis in Family Systems scale, and daily stress. Latent growth curve modeling examined...
Show moreThe goal of this longitudinal analysis was to characterize factors associated with the experience of life stress in low-income, inner-city mothers of minority children with high-risk asthma.Participants (n = 276) reported on family demographics, child asthma control and healthcare utilization, social support, contemporary life difficulties (housing, finances, violence exposure) measured by the validated Crisis in Family Systems scale, and daily stress. Latent growth curve modeling examined predictors of life stress across 12 months as a function of home and community difficulties, asthma-specific factors, and social support. Mothers were primarily single (73%), unemployed (55%), and living in extreme poverty with most (73%) reporting an annual family income <$20,000 (73%). The children were young (mean age = 5.59, SD = 2.17), African-American (96%), and had poorly controlled asthma (94%) at study enrollment. Higher daily stress was associated with financial difficulties, safety concerns in the home and community, and housing problems. Access to social support was consistently related to reduced stress. The only asthma-specific factor associated with life stress was healthcare utilization, with more emergency services for asthma related to higher daily stress. Findings underscore the clinical significance of assessing diverse home and community stressors and social support in low-income, inner-city caregivers of children with poorly controlled asthma.
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Date Issued: 2017-12-01
Identifier: FSU_pmch_28560612, 10.1007/s11524-017-0162-1, PMC5722723, 28560612, 28560612, 10.1007/s11524-017-0162-1
Format: Citation

Title: Positively biased self-perceptions of peer acceptance and subtypes of aggression in children.
Creator: Lynch, Rebecca J, Kistner, Janet A, Stephens, Haley F, David-Ferdon, Corinne
Abstract/Description: There is a growing body of research linking children's positively biased self-perceptions with higher levels of aggression. This study extended this area of research by examining prospective associations of positively biased self-perceptions of peer acceptance with overt and relational aggression. In addition, moderating effects of peer rejection were examined to test the "disputed overestimation hypothesis," which posits that the link between bias and aggression is limited to children who...
Show moreThere is a growing body of research linking children's positively biased self-perceptions with higher levels of aggression. This study extended this area of research by examining prospective associations of positively biased self-perceptions of peer acceptance with overt and relational aggression. In addition, moderating effects of peer rejection were examined to test the "disputed overestimation hypothesis," which posits that the link between bias and aggression is limited to children who are rejected by their peers. Using a two-wave longitudinal design, measures of peer-rated and self-perceived peer acceptance and peer-rated overt and relational aggression were obtained for 712 children in 3rd through 5th grades (386 girls and 326 boys). Positively biased perceptions led to increases in relational, but not overt, aggression. This pattern was observed even when the effects of gender, race, peer rejection, and overt aggression on relational aggression were controlled. Contrary to the disputed overestimation hypothesis, the prospective associations between bias and aggression did not vary as a function of children's peer rejection status, thus supporting the view that positive bias predicts future aggressive behavior, regardless of social status. The results are discussed in terms of the comparability with previous findings and practical implications.
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Date Issued: 2016-01-01
Identifier: FSU_pmch_26423823, 10.1002/ab.21611, PMC5057533, 26423823, 26423823
Format: Citation

Title: Neural Correlates of the Propensity for Retaliatory Behavior in Youths With Disruptive Behavior Disorders.
Creator: White, Stuart F, VanTieghem, Michelle, Brislin, Sarah J, Sypher, Isaiah, Sinclair, Stephen, Pine, Daniel S, Hwang, Soonjo, Blair, R James R
Abstract/Description: Youths with disruptive behavior disorders (DBD) (conduct disorder and oppositional defiant disorder) have an elevated risk for maladaptive reactive aggression. Theory suggests that this is due to an elevated sensitivity of basic threat circuitry implicated in retaliation (amygdala/periaqueductal gray) in youths with DBD and low levels of callous-unemotional traits and dysfunctional regulatory activity in the ventromedial prefrontal cortex in youths with DBD irrespective of callous-unemotional...
Show moreYouths with disruptive behavior disorders (DBD) (conduct disorder and oppositional defiant disorder) have an elevated risk for maladaptive reactive aggression. Theory suggests that this is due to an elevated sensitivity of basic threat circuitry implicated in retaliation (amygdala/periaqueductal gray) in youths with DBD and low levels of callous-unemotional traits and dysfunctional regulatory activity in the ventromedial prefrontal cortex in youths with DBD irrespective of callous-unemotional traits. A total of 56 youths 10-18 years of age (23 of them female) participated in the study: 30 youths with DBD, divided by median split into groups with high and low levels of callous-unemotional traits, and 26 healthy youths. All participants completed an ultimatum game task during functional MRI. Relative to the other groups, youths with DBD and low levels of callous-unemotional traits showed greater increases in activation of basic threat circuitry when punishing others and dysfunctional down-regulation of the ventromedial prefrontal cortex during retaliation. Relative to healthy youths, all youths with DBD showed reduced amygdala-ventromedial prefrontal cortex connectivity during high provocation. Ventromedial prefrontal cortex responsiveness and ventromedial prefrontal cortex-amygdala connectivity were related to patients' retaliatory propensity (behavioral responses during the task) and parent-reported reactive aggression. These data suggest differences in the underlying neurobiology of maladaptive reactive aggression in youths with DBD who have relatively low levels of callous-unemotional traits. Youths with DBD and low callous-unemotional traits alone showed significantly greater threat responses during retaliation relative to comparison subjects. These data also suggest that ventromedial prefrontal cortex-amygdala connectivity is critical for regulating retaliation/reactive aggression and, when dysfunctional, contributes to reactive aggression, independent of level of callous-unemotional traits.
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Date Issued: 2016-03-01
Identifier: FSU_pmch_26441155, 10.1176/appi.ajp.2015.15020250, PMC4950844, 26441155, 26441155
Format: Citation

Florida Learning Disability Research Center (65)	+ -
Department of Psychology (19)	+ -
Department of Behavioral Sciences and Social Medicine (8)	+ -
Florida Center for Reading Research (6)	+ -
Department of Biomedical Sciences (3)	+ -

Department of Geriatrics (3)	+ -
College of Social Work (2)	+ -
Department of Nutrition, Food and Exercise Sciences (2)	+ -
Askew School of Public Administration and Policy (1)	+ -
Center for Genomics and Personalized Medicine (1)	+ -
College of Criminology and Criminal Justice (1)	+ -
Department of Biological Science (1)	+ -
Department of Family and Child Sciences (1)	+ -
Department of Mathematics (1)	+ -
Department of Scientific Computing (1)	+ -
Department of Statistics (1)	+ -
Learning Systems Institute (1)	+ -
School of Communication Science and Disorders (1)	+ -

Humans (107)	+ -
Female (88)	+ -
Male (88)	+ -
Adolescent (40)	+ -
Reading (33)	+ -

Child, Preschool (27)	+ -
Adult (17)	+ -
Longitudinal Studies (16)	+ -
Young Adult (12)	+ -
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