Search results

Title: Early temperamental fearfulness and the developmental trajectory of error-related brain activity.
Creator: Meyer, Alexandria, Hajcak, Greg, Torpey-Newman, Dana, Kujawa, Autumn, Olino, Thomas M, Dyson, Margaret, Klein, Daniel N
Abstract/Description: The error-related negativity (ERN) is a negative deflection in the event-related potential waveform that occurs when an individual makes a mistake, and an increased ERN has been proposed as a biomarker for anxiety. However, previous work suggests that fearful children are characterized by a smaller ERN. We have proposed that this may reflect the changing phenomenology of anxiety across development. In the current study, we investigate this possibility using a longitudinal within-subject...
Show moreThe error-related negativity (ERN) is a negative deflection in the event-related potential waveform that occurs when an individual makes a mistake, and an increased ERN has been proposed as a biomarker for anxiety. However, previous work suggests that fearful children are characterized by a smaller ERN. We have proposed that this may reflect the changing phenomenology of anxiety across development. In the current study, we investigate this possibility using a longitudinal within-subject design. In 271 children, we completed observational measures of fear when the children were 3 years old, and then measured the ERN when the children were 6 and 9 years old. Fearful children were characterized by a decreased ERN when they were 6-year-old; by age 9, the same children who were fearful at age 3 had increased ERNs-a pattern that closely resembles that of anxious adolescents and adults.
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Date Issued: 2018-03-01
Identifier: FSU_pmch_29344944, 10.1002/dev.21605, PMC5815917, 29344944, 29344944
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 preservation underlies speech improvement from auditory deprivation in young cochlear implant recipients.
Creator: Feng, Gangyi, Ingvalson, Erin M, Grieco-Calub, Tina M, Roberts, Megan Y, Ryan, Maura E, Birmingham, Patrick, Burrowes, Delilah, Young, Nancy M, Wong, Patrick C M
Abstract/Description: Although cochlear implantation enables some children to attain age-appropriate speech and language development, communicative delays persist in others, and outcomes are quite variable and difficult to predict, even for children implanted early in life. To understand the neurobiological basis of this variability, we used presurgical neural morphological data obtained from MRI of individual pediatric cochlear implant (CI) candidates implanted younger than 3.5 years to predict variability of...
Show moreAlthough cochlear implantation enables some children to attain age-appropriate speech and language development, communicative delays persist in others, and outcomes are quite variable and difficult to predict, even for children implanted early in life. To understand the neurobiological basis of this variability, we used presurgical neural morphological data obtained from MRI of individual pediatric cochlear implant (CI) candidates implanted younger than 3.5 years to predict variability of their speech-perception improvement after surgery. We first compared neuroanatomical density and spatial pattern similarity of CI candidates to that of age-matched children with normal hearing, which allowed us to detail neuroanatomical networks that were either affected or unaffected by auditory deprivation. This information enables us to build machine-learning models to predict the individual children's speech development following CI. We found that regions of the brain that were unaffected by auditory deprivation, in particular the auditory association and cognitive brain regions, produced the highest accuracy, specificity, and sensitivity in patient classification and the most precise prediction results. These findings suggest that brain areas unaffected by auditory deprivation are critical to developing closer to typical speech outcomes. Moreover, the findings suggest that determination of the type of neural reorganization caused by auditory deprivation before implantation is valuable for predicting post-CI language outcomes for young children.
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Date Issued: 2018-01-30
Identifier: FSU_pmch_29339512, 10.1073/pnas.1717603115, PMC5798370, 29339512, 29339512, 1717603115
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: 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: My Child Is Islet Autoantibody Positive: Impact on Parental Anxiety..
Creator: Johnson, Suzanne Bennett, Lynch, Kristian F, Roth, Roswith, Schatz, Desmond
Abstract/Description: To assess parent anxiety in response to genetic and islet autoantibody (IA) testing in children at increased genetic risk for type 1 diabetes followed from birth in The Environmental Determinants of Diabetes in the Young (TEDDY) study. Parent anxiety about TEDDY children's risk was assessed with the State Anxiety Inventory (SAI). Parents completed the SAI when the child was 3, 6, and 15 months old and annually thereafter. Children were tested for IA every 3 months for 4 years and every 6...
Show moreTo assess parent anxiety in response to genetic and islet autoantibody (IA) testing in children at increased genetic risk for type 1 diabetes followed from birth in The Environmental Determinants of Diabetes in the Young (TEDDY) study. Parent anxiety about TEDDY children's risk was assessed with the State Anxiety Inventory (SAI). Parents completed the SAI when the child was 3, 6, and 15 months old and annually thereafter. Children were tested for IA every 3 months for 4 years and every 6 months thereafter. Parent SAI scores of 6,799 children followed with IA testing for at least 1 and up to 6 years were examined. At study inception, parents showed high levels of anxiety in response to their child's increased genetic type 1 diabetes risk; mothers were more anxious than fathers, and parents with diabetes in the family were more anxious than parents with no family history. In response to repeated IA-negative (IA-) test results, parent anxiety declined to normal levels. Anxiety increased in parents faced with an IA-positive (IA+) test result. Parents faced with two or more types of IA+ test results showed particularly high levels of anxiety (all < 0.001). Infant genetic screening for type 1 diabetes raises parent anxiety when the child is at increased risk, but anxiety dissipates over time in cases of repeated IA- results. IA+ results heighten parent anxiety, and parents faced with two or more types of IA+ results may experience considerable anxiety for longer periods.
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Date Issued: 2017-09-01
Identifier: FSU_pmch_28663383, 10.2337/dc17-0166, PMC5566282, 28663383, 28663383, dc17-0166
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: 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: The feasibility of salivary sample collection in an international pediatric cohort: The the TEDDY study..
Creator: Roth, Roswith, Baxter, Judith, Vehik, Kendra, Hopkins, Diane, Killian, Michael, Gesualdo, Patricia, Melin, Jessica, Simell, Barbara, Strauss, Elisabeth, Lernmark, Åke, Johnson,...
Show moreRoth, Roswith, Baxter, Judith, Vehik, Kendra, Hopkins, Diane, Killian, Michael, Gesualdo, Patricia, Melin, Jessica, Simell, Barbara, Strauss, Elisabeth, Lernmark, Åke, Johnson, Suzanne Bennett
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Abstract/Description: Saliva offers a relatively noninvasive method for measuring analytes such as cortisol, holding particular promise for use in pediatric populations on a large scale if a rigorous collection protocol is feasible in diverse settings. The Environmental Determinants of Diabetes in the Young study protocol, conducted in centers in the United States, Sweden, Finland, and Germany, used salivary collection to assess cortisol level as a physiologic marker of stress. Saliva was collected using Sorbettes...
Show moreSaliva offers a relatively noninvasive method for measuring analytes such as cortisol, holding particular promise for use in pediatric populations on a large scale if a rigorous collection protocol is feasible in diverse settings. The Environmental Determinants of Diabetes in the Young study protocol, conducted in centers in the United States, Sweden, Finland, and Germany, used salivary collection to assess cortisol level as a physiologic marker of stress. Saliva was collected using Sorbettes from subjects at 3.5, 4.5, and 5.5 years of age. Parents collected a morning sample, and staff collected pre- and post-blood draw samples. Feasibility was assessed based on protocol completion, adherence with instructions, factors affecting adherence, and sufficiency of saliva sample for cortisol determination. Collection of saliva samples in a diverse pediatric population is feasible. Establishing non-invasive and acceptable methods for collecting physiological parameters of stress will allow better exploration of determinants of health in this important population.
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Date Issued: 2017-07-01
Identifier: FSU_pmch_28555778, 10.1002/dev.21523, PMC5502734, 28555778, 28555778
Format: Citation

Title: Characterization of Dengue Virus Infections Among Febrile Children Clinically Diagnosed With a Non-Dengue Illness, Managua, Nicaragua.
Creator: Waggoner, Jesse J, Gresh, Lionel, Mohamed-Hadley, Alisha, Balmaseda, Angel, Soda, K James, Abeynayake, Janaki, Sahoo, Malaya K, Liu, Yuanyuan, Kuan, Guillermina, Harris, Eva,...
Show moreWaggoner, Jesse J, Gresh, Lionel, Mohamed-Hadley, Alisha, Balmaseda, Angel, Soda, K James, Abeynayake, Janaki, Sahoo, Malaya K, Liu, Yuanyuan, Kuan, Guillermina, Harris, Eva, Pinsky, Benjamin A
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Abstract/Description: We sought to characterize dengue virus (DENV) infections among febrile children enrolled in a pediatric cohort study who were clinically diagnosed with a non-dengue illness ("C cases"). DENV infections were detected and viral load quantitated by real-time reverse transcription-polymerase chain reaction in C cases presenting between January 2007 and January 2013. One hundred forty-one of 2892 C cases (4.88%) tested positive for DENV. Of all febrile cases in the study, DENV-positive C cases...
Show moreWe sought to characterize dengue virus (DENV) infections among febrile children enrolled in a pediatric cohort study who were clinically diagnosed with a non-dengue illness ("C cases"). DENV infections were detected and viral load quantitated by real-time reverse transcription-polymerase chain reaction in C cases presenting between January 2007 and January 2013. One hundred forty-one of 2892 C cases (4.88%) tested positive for DENV. Of all febrile cases in the study, DENV-positive C cases accounted for an estimated 52.0% of patients with DENV viremia at presentation. Compared with previously detected, symptomatic dengue cases, DENV-positive C cases were significantly less likely to develop long-lasting humoral immune responses to DENV, as measured in healthy annual serum samples (79.7% vs 47.8%; P < .001). Humoral immunity was associated with viral load at presentation: 40 of 43 patients (93.0%) with a viral load ≥7.0 log10 copies/mL serum developed the expected rise in anti-DENV antibodies in annual samples versus 13 of 68 (19.1%) patients with a viral load below this level (P < .001). Antibody responses to DENV-positive C cases differ from responses to classic symptomatic dengue. These findings have important implications for DENV transmission modeling, immunology, and epidemiologic surveillance.
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Date Issued: 2017-06-15
Identifier: FSU_pmch_28863466, 10.1093/infdis/jix195, PMC5853235, 28863466, 28863466, 3747427
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: Observed and Parent-Report Measures of Social Communication in Toddlers With and Without Autism Spectrum Disorder Across Race/Ethnicity.
Creator: Stronach, Sheri T, Wetherby, Amy M
Abstract/Description: This study investigated whether measures of early social communication vary among young children of diverse racial/ethnic status with and without autism spectrum disorder (ASD). Participants were 364 toddlers between ages 18 and 36 months with a diagnosis of ASD confirmed (n = 195) or ruled out (n = 169), from 3 racial/ethnic categories: non-Hispanic White (n = 226), non-Hispanic Black (n = 74), and Hispanic (n = 64). Group differences in social communication were examined using an...
Show moreThis study investigated whether measures of early social communication vary among young children of diverse racial/ethnic status with and without autism spectrum disorder (ASD). Participants were 364 toddlers between ages 18 and 36 months with a diagnosis of ASD confirmed (n = 195) or ruled out (n = 169), from 3 racial/ethnic categories: non-Hispanic White (n = 226), non-Hispanic Black (n = 74), and Hispanic (n = 64). Group differences in social communication were examined using an observational measure-the Communication and Symbolic Behavior Scales Behavior Sample (CSBS-BS; Wetherby & Prizant, 2002)-and a parent-report measure, the Early Screening for Autism and Communication Disorders (Wetherby, Woods, & Lord, 2007). Controlling for maternal education, children with ASD scored significantly lower on the CSBS-BS than children without, indicating poorer social communication skills, and higher on the Early Screening for Autism and Communication Disorders, indicating more ASD features. Racial/ethnic groups did not differ on 6 CSBS-BS clusters, but Non-Hispanic White toddlers scored significantly higher than both other groups on the Understanding cluster. There were no significant Diagnosis × Race/Ethnicity interactions. These findings indicate good agreement between observed and parent-report measures in this sample. Results suggest that the CSBS-BS and Early Screening for Autism and Communication Disorders could be viable tools in the detection process for toddlers with ASD in these racial/ethnic groups.
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Date Issued: 2017-05-17
Identifier: FSU_pmch_28395297, 10.1044/2016_AJSLP-15-0089, PMC5544362, 28395297, 28395297, 2618572
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: Psychometric analysis of the Systematic Observation of Red Flags for autism spectrum disorder in toddlers.
Creator: Dow, Deanna, Guthrie, Whitney, Stronach, Sheri T, Wetherby, Amy M
Abstract/Description: The purpose of this study was to examine the utility of the Systematic Observation of Red Flags as an observational level-two screening measure to detect risk for autism spectrum disorder in toddlers when used with a video-recorded administration of the Communication and Symbolic Behavior Scales. Psychometric properties of the Systematic Observation of Red Flags were examined in a sample of 247 toddlers of 16- to 24 months old: 130 with autism spectrum disorder, 61 with developmental delays,...
Show moreThe purpose of this study was to examine the utility of the Systematic Observation of Red Flags as an observational level-two screening measure to detect risk for autism spectrum disorder in toddlers when used with a video-recorded administration of the Communication and Symbolic Behavior Scales. Psychometric properties of the Systematic Observation of Red Flags were examined in a sample of 247 toddlers of 16- to 24 months old: 130 with autism spectrum disorder, 61 with developmental delays, and 56 typically developing. Individual items were examined for performance to create an algorithm with improved sensitivity and specificity, yielding a total Composite score and Domain scores for Social Communication and Restricted Repetitive Behaviors. Codes indicating clear symptom presence were collapsed to yield a count of the number of Red Flags for the overall scale and each symptom domain. Results indicated significant group differences with large effects for the Composite, both Domain scores, and Red Flags score, and good discrimination (area under the curve = 0.84-0.87) between autism spectrum disorder and nonspectrum groups for the Composite, Social Communication Domain, and Social Communication Red Flags score. The Systematic Observation of Red Flags provides an observational screening measure for 16- to 24-month-olds with good discrimination, sensitivity, and specificity. A cutoff of 20 on the Composite is recommended to optimally detect autism spectrum disorder risk.
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Date Issued: 2017-04-01
Identifier: FSU_pmch_27132013, 10.1177/1362361316636760, PMC5734914, 27132013, 27132013, 1362361316636760
Format: Citation

Title: Psychological Manifestations of Celiac Disease Autoimmunity in Young Children.
Creator: Smith, Laura B, Lynch, Kristian F, Kurppa, Kalle, Koletzko, Sibylle, Krischer, Jeffrey, Liu, Edwin, Johnson, Suzanne Bennett, Agardh, Daniel
Abstract/Description: Psychological symptoms can be associated with celiac disease; however, this association has not been studied prospectively in a pediatric cohort. We examined mother report of psychological functioning in children persistently positive for tissue transglutaminase autoantibodies (tTGA), defined as celiac disease autoimmunity (CDA), compared with children without CDA in a screening population of genetically at-risk children. We also investigated differences in psychological symptoms based on...
Show morePsychological symptoms can be associated with celiac disease; however, this association has not been studied prospectively in a pediatric cohort. We examined mother report of psychological functioning in children persistently positive for tissue transglutaminase autoantibodies (tTGA), defined as celiac disease autoimmunity (CDA), compared with children without CDA in a screening population of genetically at-risk children. We also investigated differences in psychological symptoms based on mothers' awareness of their child's CDA status. The Environmental Determinants of Diabetes in the Young study followed 8676 children to identify triggers of type 1 diabetes and celiac disease. Children were tested for tTGA beginning at 2 years of age. The Achenbach Child Behavior Checklist assessed child psychological functioning at 3.5 and 4.5 years of age. At 3.5 years, 66 mothers unaware their child had CDA reported more child anxiety and depression, aggressive behavior, and sleep problems than 3651 mothers of children without CDA (all s ≤ .03). Unaware-CDA mothers also reported more child anxiety and depression, withdrawn behavior, aggressive behavior, and sleep problems than 440 mothers aware of their child's CDA status (all s ≤.04). At 4.5 years, there were no differences. In 3.5-year-old children, CDA is associated with increased reports of child depression and anxiety, aggressive behavior, and sleep problems when mothers are unaware of their child's CDA status. Mothers' knowledge of their child's CDA status is associated with fewer reports of psychological symptoms, suggesting that awareness of the child's tTGA test results affects reporting of symptoms.
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Date Issued: 2017-03-01
Identifier: FSU_pmch_28219962, 10.1542/peds.2016-2848, PMC5330402, 28219962, 28219962, peds.2016-2848
Format: Citation

Title: Parents' Perceptions of Their Children as Overweight and Children's Weight Concerns and Weight Gain.
Creator: Robinson, Eric, Sutin, Angelina R
Abstract/Description: The global prevalence of childhood obesity is alarmingly high. Parents' identification of their children as overweight is thought to be an important prerequisite to tackling childhood obesity, but recent findings suggest that such parental identification is counterintuitively associated with increased weight gain during childhood. One possibility is that parental identification of their child as being overweight results in that child viewing his or her body size negatively and attempting to...
Show moreThe global prevalence of childhood obesity is alarmingly high. Parents' identification of their children as overweight is thought to be an important prerequisite to tackling childhood obesity, but recent findings suggest that such parental identification is counterintuitively associated with increased weight gain during childhood. One possibility is that parental identification of their child as being overweight results in that child viewing his or her body size negatively and attempting to lose weight, which eventually results in weight gain. We used data from two longitudinal cohort studies to examine the relation between children's weight gain and their parents' identification of them as being overweight. Across both studies, children whose parents perceive them to be overweight are more likely to view their body size negatively and are more likely than their peers to be actively trying to lose weight. These child-reported outcomes explained part of the counterintuitive association between parents' perceptions of their children as being overweight and the children's subsequent weight. We propose that the stigma attached to being recognized and labeled as "overweight" may partly explain these findings.
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Date Issued: 2017-03-01
Identifier: FSU_pmch_28084895, 10.1177/0956797616682027, PMC6052955, 28084895, 28084895
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: Human Facial Shape and Size Heritability and Genetic Correlations.
Creator: Cole, Joanne B, Manyama, Mange, Larson, Jacinda R, Liberton, Denise K, Ferrara, Tracey M, Riccardi, Sheri L, Li, Mao, Mio, Washington, Klein, Ophir D, Santorico, Stephanie A,...
Show moreCole, Joanne B, Manyama, Mange, Larson, Jacinda R, Liberton, Denise K, Ferrara, Tracey M, Riccardi, Sheri L, Li, Mao, Mio, Washington, Klein, Ophir D, Santorico, Stephanie A, Hallgrímsson, Benedikt, Spritz, Richard A
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Abstract/Description: The human face is an array of variable physical features that together make each of us unique and distinguishable. Striking familial facial similarities underscore a genetic component, but little is known of the genes that underlie facial shape differences. Numerous studies have estimated facial shape heritability using various methods. Here, we used advanced three-dimensional imaging technology and quantitative human genetics analysis to estimate narrow-sense heritability, heritability...
Show moreThe human face is an array of variable physical features that together make each of us unique and distinguishable. Striking familial facial similarities underscore a genetic component, but little is known of the genes that underlie facial shape differences. Numerous studies have estimated facial shape heritability using various methods. Here, we used advanced three-dimensional imaging technology and quantitative human genetics analysis to estimate narrow-sense heritability, heritability explained by common genetic variation, and pairwise genetic correlations of 38 measures of facial shape and size in normal African Bantu children from Tanzania. Specifically, we fit a linear mixed model of genetic relatedness between close and distant relatives to jointly estimate variance components that correspond to heritability explained by genome-wide common genetic variation and variance explained by uncaptured genetic variation, the sum representing total narrow-sense heritability. Our significant estimates for narrow-sense heritability of specific facial traits range from 28 to 67%, with horizontal measures being slightly more heritable than vertical or depth measures. Furthermore, for over half of facial traits, >90% of narrow-sense heritability can be explained by common genetic variation. We also find high absolute genetic correlation between most traits, indicating large overlap in underlying genetic loci. Not surprisingly, traits measured in the same physical orientation (i.e., both horizontal or both vertical) have high positive genetic correlations, whereas traits in opposite orientations have high negative correlations. The complex genetic architecture of facial shape informs our understanding of the intricate relationships among different facial features as well as overall facial development.
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Date Issued: 2017-02-01
Identifier: FSU_pmch_27974501, 10.1534/genetics.116.193185, PMC5289863, 27974501, 27974501, genetics.116.193185
Format: Citation

Title: Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children's Math Skills.
Creator: Hart, Sara A, Ganley, Colleen M, Purpura, David J
Abstract/Description: There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to...
Show moreThere is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.
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Date Issued: 2016-12-22
Identifier: FSU_pmch_28005925, 10.1371/journal.pone.0168227, PMC5179117, 28005925, 28005925, PONE-D-16-10081
Format: Citation

Title: Semantic Structure in Vocabulary Knowledge Interacts With Lexical and Sentence Processing in Infancy.
Creator: Borovsky, Arielle, Ellis, Erica M, Evans, Julia L, Elman, Jeffrey L
Abstract/Description: Although the size of a child's vocabulary associates with language-processing skills, little is understood regarding how this relation emerges. This investigation asks whether and how the structure of vocabulary knowledge affects language processing in English-learning 24-month-old children (N = 32; 18 F, 14 M). Parental vocabulary report was used to calculate semantic density in several early-acquired semantic categories. Performance on two language-processing tasks (lexical recognition and...
Show moreAlthough the size of a child's vocabulary associates with language-processing skills, little is understood regarding how this relation emerges. This investigation asks whether and how the structure of vocabulary knowledge affects language processing in English-learning 24-month-old children (N = 32; 18 F, 14 M). Parental vocabulary report was used to calculate semantic density in several early-acquired semantic categories. Performance on two language-processing tasks (lexical recognition and sentence processing) was compared as a function of semantic density. In both tasks, real-time comprehension was facilitated for higher density items, whereas lower density items experienced more interference. The findings indicate that language-processing skills develop heterogeneously and are influenced by the semantic network surrounding a known word.
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Date Issued: 2016-11-01
Identifier: FSU_pmch_27302575, 10.1111/cdev.12554, PMC5159320, 27302575, 27302575
Format: Citation

Title: Lexical leverage: category knowledge boosts real-time novel word recognition in 2-year-olds..
Creator: Borovsky, Arielle, Ellis, Erica M, Evans, Julia L, Elman, Jeffrey L
Abstract/Description: Recent research suggests that infants tend to add words to their vocabulary that are semantically related to other known words, though it is not clear why this pattern emerges. In this paper, we explore whether infants leverage their existing vocabulary and semantic knowledge when interpreting novel label-object mappings in real time. We initially identified categorical domains for which individual 24-month-old infants have relatively higher and lower levels of knowledge, irrespective of...
Show moreRecent research suggests that infants tend to add words to their vocabulary that are semantically related to other known words, though it is not clear why this pattern emerges. In this paper, we explore whether infants leverage their existing vocabulary and semantic knowledge when interpreting novel label-object mappings in real time. We initially identified categorical domains for which individual 24-month-old infants have relatively higher and lower levels of knowledge, irrespective of overall vocabulary size. Next, we taught infants novel words in these higher and lower knowledge domains and then asked if their subsequent real-time recognition of these items varied as a function of their category knowledge. While our participants successfully acquired the novel label-object mappings in our task, there were important differences in the way infants recognized these words in real time. Namely, infants showed more robust recognition of high (vs. low) domain knowledge words. These findings suggest that dense semantic structure facilitates early word learning and real-time novel word recognition.
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Date Issued: 2016-11-01
Identifier: FSU_pmch_26452444, 10.1111/desc.12343, PMC4826629, 26452444, 26452444
Format: Citation

Title: A Comparison of Rule-based Analysis with Regression Methods in Understanding the Risk Factors for Study Withdrawal in a Pediatric Study.
Creator: Haghighi, Mona, Johnson, Suzanne Bennett, Qian, Xiaoning, Lynch, Kristian F, Vehik, Kendra, Huang, Shuai
Abstract/Description: Regression models are extensively used in many epidemiological studies to understand the linkage between specific outcomes of interest and their risk factors. However, regression models in general examine the average effects of the risk factors and ignore subgroups with different risk profiles. As a result, interventions are often geared towards the average member of the population, without consideration of the special health needs of different subgroups within the population. This paper...
Show moreRegression models are extensively used in many epidemiological studies to understand the linkage between specific outcomes of interest and their risk factors. However, regression models in general examine the average effects of the risk factors and ignore subgroups with different risk profiles. As a result, interventions are often geared towards the average member of the population, without consideration of the special health needs of different subgroups within the population. This paper demonstrates the value of using rule-based analysis methods that can identify subgroups with heterogeneous risk profiles in a population without imposing assumptions on the subgroups or method. The rules define the risk pattern of subsets of individuals by not only considering the interactions between the risk factors but also their ranges. We compared the rule-based analysis results with the results from a logistic regression model in The Environmental Determinants of Diabetes in the Young (TEDDY) study. Both methods detected a similar suite of risk factors, but the rule-based analysis was superior at detecting multiple interactions between the risk factors that characterize the subgroups. A further investigation of the particular characteristics of each subgroup may detect the special health needs of the subgroup and lead to tailored interventions.
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Date Issued: 2016-08-26
Identifier: FSU_pmch_27561809, 10.1038/srep30828, PMC5000469, 27561809, 27561809, srep30828
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: Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes..
Creator: Lonigan, Christopher J, Lerner, Matthew D, Goodrich, J Marc, Farrington, Amber L, Allan, Darcey M
Abstract/Description: Young children's executive function (EF) is increasingly recognized as an important construct associated with development in cognitive and socioemotional domains. To date, however, few studies have examined EF in populations of language-minority children. In this study, 241 Spanish-speaking language-minority preschoolers who ranged in age from 38 to 69 months (M=54.23 months, SD=6.17) completed three tasks designed to measure inhibitory control (IC) and four tasks designed to measure working...
Show moreYoung children's executive function (EF) is increasingly recognized as an important construct associated with development in cognitive and socioemotional domains. To date, however, few studies have examined EF in populations of language-minority children. In this study, 241 Spanish-speaking language-minority preschoolers who ranged in age from 38 to 69 months (M=54.23 months, SD=6.17) completed three tasks designed to measure inhibitory control (IC) and four tasks designed to measure working memory (WM). Children completed assessments of their vocabulary skills, early literacy skills, and behavioral self-regulation in both English and Spanish, and their classroom teachers completed three behavior rating measures. Children were classified as more proficient in English or Spanish based on their scores on the vocabulary measures, and all IC and WM measures were administered in the children's more proficient language. Results of confirmatory factor analyses supported a two-factor model of EF for both groups of children as well as strong measurement and structural invariance across groups. Children's EF was substantially related to the language, early literacy, and behavioral self-regulation measures as well as teacher ratings of inattention and hyperactivity/impulsivity. For children with more proficient English, EF was associated with skills in both English and Spanish; however, for children with more proficient Spanish, EF was associated primarily with skills in Spanish. These results provide evidence of strong correspondence for EF measured in Spanish-speaking language-minority preschoolers and monolingual preschoolers, and they identify a potential key factor that can enhance understanding of development in this population of children.
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Date Issued: 2016-04-01
Identifier: FSU_pmch_26704302, 10.1016/j.jecp.2015.11.003, PMC4724295, 26704302, 26704302, S0022-0965(15)00266-0
Format: Citation

Title: Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills..
Creator: Lerner, Matthew D, Lonigan, Christopher J
Abstract/Description: Despite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine patterns of bidirectional relations between letter knowledge and phonological awareness during preschool. The sample comprised 358 children (mean age=48.60 months, SD=7.26). Growth models were used to quantify the unique longitudinal relations between the...
Show moreDespite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine patterns of bidirectional relations between letter knowledge and phonological awareness during preschool. The sample comprised 358 children (mean age=48.60 months, SD=7.26). Growth models were used to quantify the unique longitudinal relations between the initial level of each skill and growth in the other skill during the preschool year, after controlling for initial level of the same skill, vocabulary, age, and growth in the code-related skill being used as a predictor. Letter-name knowledge and phonological awareness were bidirectionally related; the initial level of each uniquely predicted growth in the other. Initial letter-sound knowledge and phonological awareness growth were not uniquely related, and vocabulary was not related to growth in phonological awareness. These findings extend the evidence of the relation between letter knowledge and phonological awareness to supra-phonemic tasks, indicating that this bidirectional relation begins at an earlier point in the development of phonological awareness than previously reported. In addition, these findings help to rule out general growth in letter knowledge and phonological awareness as an alternative explanation for the bidirectional relation between these two code-related skills.
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Date Issued: 2016-04-01
Identifier: FSU_pmch_26745710, 10.1016/j.jecp.2015.09.023, PMC5225463, 26745710, 26745710, S0022-0965(15)00227-1
Format: Citation

Title: Predicting Later Study Withdrawal in Participants Active in a Longitudinal Birth Cohort Study for 1 Year: The TEDDY Study..
Creator: Johnson, Suzanne Bennett, Lynch, Kristian F, Baxter, Judith, Lernmark, Barbro, Roth, Roswith, Simell, Tuula, Smith, Laura
Abstract/Description: To identify predictors of later study withdrawal among participants active in The Environmental Determinants of Diabetes in the Young (TEDDY) for 1 year. Multiple logistic regression was used to discriminate 3,042 children active in TEDDY for the first 3 years from 432 children who withdrew in Years 2 or 3. Predictor variables were tested in blocks-demographic, maternal lifestyle behaviors, stress and child illness, maternal reactions to child's increased diabetes risk, in-study behaviors...
Show moreTo identify predictors of later study withdrawal among participants active in The Environmental Determinants of Diabetes in the Young (TEDDY) for 1 year. Multiple logistic regression was used to discriminate 3,042 children active in TEDDY for the first 3 years from 432 children who withdrew in Years 2 or 3. Predictor variables were tested in blocks-demographic, maternal lifestyle behaviors, stress and child illness, maternal reactions to child's increased diabetes risk, in-study behaviors-and a final best model developed. Few demographic factors predicted study withdrawal. Maternal lifestyle behaviors, accuracy of the mother's risk perception, and in-study behaviors were more important. Frequent child illnesses were associated with greater study retention. Demographic measures are insufficient predictors of later study withdrawal among those active in a study for at least 1 year; behavioral/psychological factors offer improved prediction and guidance for the development of retention strategies.
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Date Issued: 2016-04-01
Identifier: FSU_pmch_26412232, 10.1093/jpepsy/jsv092, PMC5013835, 26412232, 26412232, jsv092
Format: Citation

Title: Parental Estimation of Their Child's Increased Type 1 Diabetes Risk During the First 2 Years of Participation in an International Observational Study: Results From the TEDDY study..
Creator: Swartling, Ulrica, Lynch, Kristian, Smith, Laura, Johnson, Suzanne Bennett
Abstract/Description: This study assessed mothers' and fathers' perception of their child's risk of getting type 1 diabetes (T1D) during the first 2 years of their participation in The Environmental Determinants of Diabetes in the Young (TEDDY) study. TEDDY parents were informed of their child's increased genetic risk for T1D at study inception. Parent perception of the child's risk was assessed at 3, 6, 15, and 27 months of age. In families with no history of T1D, underestimation of the child's T1D risk was...
Show moreThis study assessed mothers' and fathers' perception of their child's risk of getting type 1 diabetes (T1D) during the first 2 years of their participation in The Environmental Determinants of Diabetes in the Young (TEDDY) study. TEDDY parents were informed of their child's increased genetic risk for T1D at study inception. Parent perception of the child's risk was assessed at 3, 6, 15, and 27 months of age. In families with no history of T1D, underestimation of the child's T1D risk was common in mothers (>38%) and more so in fathers (>50%). The analyses indicated that parental education, country of residence, family history of T1D, household crowding, ethnic minority status, and beliefs that the child's T1D risk can be reduced were factors associated with parental risk perception accuracy. Even when given extensive information about their child's T1D risk, parents often fail to accurately grasp the information provided. This is particularly true for fathers, families from low socioeconomic backgrounds, and those with no family history of T1D. It is important to develop improved tools for risk communication tailored to individual family needs.
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Date Issued: 2016-04-01
Identifier: FSU_pmch_27241873, 10.1177/1556264616648589, PMC4917467, 27241873, 27241873, 1556264616648589
Format: Citation

Title: Learning to write letters: examination of student and letter factors..
Creator: Puranik, Cynthia S, Petscher, Yaacov, Lonigan, Christopher J
Abstract/Description: Learning to write the letters of the alphabet is an important part of learning how to write conventionally. In this study, we investigated critical factors in the development of letter-writing skills using exploratory item response models to simultaneously account for variance in responses due to differences between students and between letters. Letter-writing skills were assessed in 415 preschool children aged 3 to 5 years. At the student level, we examined the contribution of letter-name...
Show moreLearning to write the letters of the alphabet is an important part of learning how to write conventionally. In this study, we investigated critical factors in the development of letter-writing skills using exploratory item response models to simultaneously account for variance in responses due to differences between students and between letters. Letter-writing skills were assessed in 415 preschool children aged 3 to 5 years. At the student level, we examined the contribution of letter-name knowledge, letter-sound knowledge, and phonological awareness to letter-writing skills. At the letter level, we examined seven intrinsic and extrinsic factors in understanding how preschool children learn to write alphabet letters: first letter of name, letters in name, letter order, textual frequency, number of strokes, symmetry, and letter type. Results indicated that variation in letter-writing skills was accounted for more by differences between students rather than by differences between letters, with most of the variability accounted for by letter-name knowledge and age. Although significant, the contribution of letter-sound knowledge and phonological awareness was relatively small. Student-level mechanisms underlying the acquisition of letter-writing skills are similar to the mechanisms underlying the learning of letter sounds. However, letter characteristics, which appear to play a major role in the learning of letter names and letter sounds, did not appear to influence learning how to write letters in a substantial way. The exception was if the letter was in the child's name.
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Date Issued: 2014-12-01
Identifier: FSU_pmch_25181463, 10.1016/j.jecp.2014.07.009, PMC5102622, 25181463, 25181463, S0022-0965(14)00149-0
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: 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: 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: An update on the Florida State Twin Registry.
Creator: Taylor, Jeanette E, Hart, Sara A, Mikolajewski, Amy J, Schatschneider, Christopher
Abstract/Description: The Florida State Twin Registry began in 2002 through a pilot study of personality disorders and executive cognitive functioning in adult twins. Since 2006, the registry has grown substantially as part of the Learning Disability Research Center at Florida State University that recently began its second funding cycle through the National Institute of Child Health and Development. An update on the Florida State Twin Registry sample, focus, and measures is provided, as well as future directions.
Date Issued: 2013-02-01
Identifier: FSU_pmch_23067863, 10.1017/thg.2012.74, PMC3570689, 23067863, 23067863, S1832427412000746
Format: Citation

Title: Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties.
Creator: Lonigan, Christopher J, Purpura, David J, Wilson, Shauna B, Walker, Patricia M, Clancy-Menchetti, Jeanine
Abstract/Description: Many preschool children are at risk for reading problems because of inadequate emergent literacy skills. Evidence supports the effectiveness of interventions to promote these skills, but questions remain about which intervention components work and whether combining intervention components will result in larger gains. In this study, 324 preschoolers (mean age=54.32 months, SD=5.88) from low-income backgrounds (46% girls and 54% boys; 82% African American, 14% White, and 4% other) were...
Show moreMany preschool children are at risk for reading problems because of inadequate emergent literacy skills. Evidence supports the effectiveness of interventions to promote these skills, but questions remain about which intervention components work and whether combining intervention components will result in larger gains. In this study, 324 preschoolers (mean age=54.32 months, SD=5.88) from low-income backgrounds (46% girls and 54% boys; 82% African American, 14% White, and 4% other) were randomized to combinations of meaning-focused (dialogic reading or shared reading) and code-focused (phonological awareness, letter knowledge, or both) interventions or a control group. Interventions had statistically significant positive impacts only on measures of their respective skill domains. Combinations of interventions did not enhance outcomes across domains, indicating instructional needs in all areas of weakness for young children at risk for later reading difficulties. Less time for each intervention in the combined phonological awareness and letter knowledge intervention conditions, however, did not result in reduced effects relative to nearly twice as much time for each intervention when children received either only the phonological awareness intervention or only the letter knowledge intervention. This finding suggests that a relatively compact code-focused intervention can address the needs of children with weaknesses in both domains.
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Date Issued: 2013-01-01
Identifier: FSU_pmch_23073367, 10.1016/j.jecp.2012.08.010, PMC3724170, 23073367, 23073367, S0022-0965(12)00153-1
Format: Citation

Title: Inattention, hyperactivity, and emergent literacy: different facets of inattention relate uniquely to preschoolers' reading-related skills..
Creator: Sims, Darcey M, Lonigan, Christopher J
Abstract/Description: Although extant studies indicate that there is a strong association between attention deficit/hyperactivity disorder and reading ability in elementary school children, knowledge regarding the relation between inattentive and hyperactive/impulsive behaviors and emergent literacy in preschool children is less established. This study examined the unique and overlapping relations between measures that assess inattention and hyperactivity/impulsivity and emergent literacy skills in preschool...
Show moreAlthough extant studies indicate that there is a strong association between attention deficit/hyperactivity disorder and reading ability in elementary school children, knowledge regarding the relation between inattentive and hyperactive/impulsive behaviors and emergent literacy in preschool children is less established. This study examined the unique and overlapping relations between measures that assess inattention and hyperactivity/impulsivity and emergent literacy skills in preschool children. Participants included 204 preschool children (M age = 56 months, 50.9% female, 79.8% European American). Behavioral rating scales were completed by teachers, and the Continuous Performance Test (CPT) and the Test of Preschool Early Literacy were completed by the preschoolers. Across measures, inattention was a unique correlate of emergent literacy skills, whereas hyperactivity/impulsivity was not. Both rating scales and the CPT indices of inattention were uniquely associated with emergent literacy skills. These results suggest that these measures are assessing different manifestations of inattention that are both unique correlates of early reading skills.
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Date Issued: 2013-01-01
Identifier: FSU_pmch_23186142, 10.1080/15374416.2012.738453, PMC3586984, 23186142, 23186142
Format: Citation

Title: The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry..
Creator: Ortiz, Miriam, Folsom, Jessica S, Al Otaiba, Stephanie, Greulich, Luana, Thomas-Tate, Shurita, Connor, Carol M
Abstract/Description: This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and...
Show moreThis study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and morpho-syntactic skills, and alphabetic and word recognition skills. Data were obtained for 224 culturally diverse kindergarteners (58% Black, 34% White, and 8% Hispanic or other; 58% received free or reduced-price lunch) from a larger study conducted in seven predominantly high poverty schools (n = 20 classrooms) in a midsized city school district in northern Florida. Results from a hierarchical multiple regression (with variables in the ecological domain entered first, followed by the psychological and cognitive domains) revealed a model that explained roughly 56% of the variance in first grade reading achievement, using fall-of-kindergarten predictors. Letter-word reading and morpho-syntactic skill were the strongest significant predictors. The findings largely support the CMR model as a means to understand individual differences in reading acquisition and, in turn, to support data-based instructional decisions for a wider range of children.
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Date Issued: 2012-09-01
Identifier: FSU_pmch_22227395, 10.1177/0022219411431242, PMC3328636, 22227395, 22227395, 0022219411431242
Format: Citation

Title: Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Creator: Sáez, Leilani, Folsom, Jessica Sidler, Al Otaiba, Stephanie, Schatschneider, Christopher
Abstract/Description: The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher...
Show moreThe role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed.
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Date Issued: 2012-09-01
Identifier: FSU_pmch_22207616, 10.1177/0022219411431243, PMC3328644, 22207616, 22207616, 0022219411431243
Format: Citation

Title: IRTs of the ABCs: children's letter name acquisition..
Creator: Phillips, Beth M, Piasta, Shayne B, Anthony, Jason L, Lonigan, Christopher J, Francis, David J
Abstract/Description: We examined the developmental sequence of letter name knowledge acquisition by children from 2 to five years of age. Data from 2 samples representing diverse regions, ethnicity, and socioeconomic backgrounds (ns = 1074 and 500) were analyzed using item response theory (IRT) and differential item functioning techniques. Results from factor analyses indicated that letter name knowledge represented a unidimensional skill; IRT results yielded significant differences between letters in both...
Show moreWe examined the developmental sequence of letter name knowledge acquisition by children from 2 to five years of age. Data from 2 samples representing diverse regions, ethnicity, and socioeconomic backgrounds (ns = 1074 and 500) were analyzed using item response theory (IRT) and differential item functioning techniques. Results from factor analyses indicated that letter name knowledge represented a unidimensional skill; IRT results yielded significant differences between letters in both difficulty and discrimination. Results also indicated an approximate developmental sequence in letter name learning for the simplest and most challenging to learn letters--but with no clear sequence between these extremes. Findings also suggested that children were most likely to first learn their first initial. We discuss implications for assessment and instruction.
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Date Issued: 2012-08-01
Identifier: FSU_pmch_22710016, 10.1016/j.jsp.2012.05.002, PMC4322910, 22710016, 22710016, S0022-4405(12)00044-1
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: Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
Creator: Thatcher Kantor, Patricia, Wagner, Richard K, Torgesen, Joseph K, Rashotte, Carol A
Abstract/Description: The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit. The second form of dynamic assessment was direct instruction of the phonological awareness tasks. The results indicate that preschool children's phonological awareness can be...
Show moreThe goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit. The second form of dynamic assessment was direct instruction of the phonological awareness tasks. The results indicate that preschool children's phonological awareness can be assessed using standard assessment procedures, provided the items require processing units larger than the individual phoneme. No advantage was found in reliability or validity for either dynamic assessment condition relative to the standard assessment condition. Dynamic assessment does not appear to improve reliability or validity of phonological awareness assessments when preschool children are given tasks that they can perform using standard administration procedures.
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Date Issued: 2011-07-01
Identifier: FSU_pmch_21685350, 10.1177/0022219411407861, PMC3179788, 21685350, 21685350, 0022219411407861
Format: Citation

Title: A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
Creator: Swanson, Elizabeth, Wanzek, Jeanne, Petscher, Yaacov, Vaughn, Sharon, Heckert, Jennifer, Cavanaugh, Christie, Kraft, Guliz, Tackett, Kathryn
Abstract/Description: A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted...
Show moreA synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children's language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type.
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Date Issued: 2011-05-01
Identifier: FSU_pmch_21521868, 10.1177/0022219410378444, PMC3319370, 21521868, 21521868, 0022219410378444
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: Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill..
Creator: Piasta, Shayne B, Wagner, Richard K
Abstract/Description: Preschool-age children (N=58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of instructional condition and characteristics of both letters and children. Specifically, learning was examined in light of letter name structure, whether letter names included cues to their respective sounds, and children's phonological processing skills....
Show morePreschool-age children (N=58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of instructional condition and characteristics of both letters and children. Specifically, learning was examined in light of letter name structure, whether letter names included cues to their respective sounds, and children's phonological processing skills. Consistent with past research, children receiving letter name and sound instruction were most likely to learn the sounds of letters whose names included cues to their sounds regardless of phonological processing skills. Only children with higher phonological skills showed a similar effect in the control condition. Practical implications are discussed.
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Date Issued: 2010-04-01
Identifier: FSU_pmch_20097352, 10.1016/j.jecp.2009.12.008, PMC2978809, 20097352, 20097352, S0022-0965(09)00212-4
Format: Citation

Title: Identifying preschool children at risk of later reading difficulties: evaluation of two emergent literacy screening tools..
Creator: Wilson, Shauna B, Lonigan, Christopher J
Abstract/Description: Emergent literacy skills are predictive of children's early reading success, and literacy achievement in early schooling declines more rapidly for children who are below-average readers. It is therefore important for teachers to identify accurately children at risk for later reading difficulty so children can be exposed to effective emergent literacy interventions. In this study, 176 preschoolers were administered two screening tools, the Revised Get Ready to Read! (GRTR-R) and the Individual...
Show moreEmergent literacy skills are predictive of children's early reading success, and literacy achievement in early schooling declines more rapidly for children who are below-average readers. It is therefore important for teachers to identify accurately children at risk for later reading difficulty so children can be exposed to effective emergent literacy interventions. In this study, 176 preschoolers were administered two screening tools, the Revised Get Ready to Read! (GRTR-R) and the Individual Growth and Development Indicators (IGDIs), and a diagnostic measure at two time points. Receiver operating characteristic curve analyses revealed that, at optimal cut scores, GRTR-R provided more accurate classification of children's overall emergent literacy skills than did IGDIs. However, neither measure was particularly good at classifying specific emergent literacy skills.
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Date Issued: 2010-01-01
Identifier: FSU_pmch_19822699, 10.1177/0022219409345007, PMC3880683, 19822699, 19822699, 0022219409345007
Format: Citation

Title: An evaluation of two emergent literacy screening tools for preschool children.
Creator: Wilson, Shauna B, Lonigan, Christopher J
Abstract/Description: Children's reading success in early elementary school can be predicted from their emergent literacy skills. Consequently, there has been an increased focus on early childhood education as a means of identifying children at risk for later reading difficulty. Because diagnostic measures are impractical for this use, emergent literacy screening tools have been developed. In this study, 176 preschool children ranging in age from 42 to 55 months were administered the Revised Get Ready to Read! ...
Show moreChildren's reading success in early elementary school can be predicted from their emergent literacy skills. Consequently, there has been an increased focus on early childhood education as a means of identifying children at risk for later reading difficulty. Because diagnostic measures are impractical for this use, emergent literacy screening tools have been developed. In this study, 176 preschool children ranging in age from 42 to 55 months were administered the Revised Get Ready to Read! (GRTR-R), the Individual Growth and Development Indicators (IGDIs), and a diagnostic measure at two time points. Results indicated that GRTR-R either matched or outperformed IGDIs in terms of test-retest reliability and concurrent validity.
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Date Issued: 2009-12-01
Identifier: FSU_pmch_19834812, 10.1007/s11881-009-0026-9, PMC3279733, 19834812, 19834812
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: Conners' Teacher Rating Scale for preschool children: a revised, brief, age-specific measure..
Creator: Purpura, David J, Lonigan, Christopher J
Abstract/Description: The Conners' Teacher Rating Scale-Revised (CTRS-R) is one of the most commonly used measures of child behavior problems. However, the scale length and the appropriateness of some of the items on the scale may reduce the usefulness of the CTRS-R for use with preschoolers. In this study, a Graded Response Model analysis based on Item Response Theory was applied to the CTRS-R data from 669 preschool children. Children in this data sample ranged in age from 25 to 74 months, and 44.4% were...
Show moreThe Conners' Teacher Rating Scale-Revised (CTRS-R) is one of the most commonly used measures of child behavior problems. However, the scale length and the appropriateness of some of the items on the scale may reduce the usefulness of the CTRS-R for use with preschoolers. In this study, a Graded Response Model analysis based on Item Response Theory was applied to the CTRS-R data from 669 preschool children. Children in this data sample ranged in age from 25 to 74 months, and 44.4% were identified as African American, 45.4% Caucasian, 10.2% other. The sample was 53.7% boys and 46.3% girls. A revised version of the scale was developed specifically for use with preschool children. Five items each for the Inattention, Hyperactivity/Impulsivity, and Opposition scales were included in the revised scale. The revised scales significantly reduce the time needed for teachers to complete the measures while retaining the scales' ability to discriminate children with different levels of behavioral problems.
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Date Issued: 2009-03-01
Identifier: FSU_pmch_19283604, 10.1080/15374410802698446, PMC3279732, 19283604, 19283604, 909505330
Format: Citation

Title: Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills..
Creator: Phillips, Beth M, Lonigan, Christopher J, Wyatt, Marcy A
Abstract/Description: This study examined concurrent and longitudinal relations for the Get Ready to Read! (GRTR) emergent literacy screener. This measure, within a battery of oral language, letter knowledge, decoding, and phonological awareness tests, was administered to 204 preschool children (mean age = 53.6, SD = 5.78; 55% male) from diverse socioeconomic backgrounds. Subgroups were reassessed at 6 months and 16 and 37 months later. Results indicate strong relations between the GRTR and the literacy and...
Show moreThis study examined concurrent and longitudinal relations for the Get Ready to Read! (GRTR) emergent literacy screener. This measure, within a battery of oral language, letter knowledge, decoding, and phonological awareness tests, was administered to 204 preschool children (mean age = 53.6, SD = 5.78; 55% male) from diverse socioeconomic backgrounds. Subgroups were reassessed at 6 months and 16 and 37 months later. Results indicate strong relations between the GRTR and the literacy and language assessments. Long-term follow-up indicated that the screener was significantly related to some reading-related measures, including decoding skills. These results support the utility of the GRTR as a brief, valid measure of children's emergent literacy skills. The GRTR holds promise as a tool useful for educators, parents, and others in regular contact with preschool children to help determine those who may be at risk for later reading difficulties and could benefit from intervention and focused instruction in emergent literacy.
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Date Issued: 2009-03-01
Identifier: FSU_pmch_19074622, 10.1177/0022219408326209, PMC3875120, 19074622, 19074622, 0022219408326209
Format: Citation

Florida Learning Disability Research Center (26)	+ -
Department of Behavioral Sciences and Social Medicine (8)	+ -
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