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About this paper symposium
| Panel information |
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| Panel 6. Developmental Psychopathology |
| Paper #1 | |
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| Latent Transition Analysis of Parenting Processes and Very Premature Birth: Developmental Impacts on Child Psychopathology | |
| Author information | Role |
| Berenice Anaya, Washington University in St. Louis, United States | Presenting author |
| Rachel E. Lean, Washington University in St. Louis, United States | Non-presenting author |
| Emily D. Gerstein, University of Missouri – St. Louis, United States | Non-presenting author |
| Christopher D. Smyser, Washington University in St. Louis, United States | Non-presenting author |
| Cynthia E. Rogers, Washington University in St. Louis, United States | Non-presenting author |
| Abstract | |
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Children born very premature (VPT; <30 weeks gestation) are at greater risk of anxiety, ADHD, and social-communication deficits by adolescence than children born full term (FT). Premature birth is a stressful event that can disrupt the caregiver-child bond and over time lead to differences in parenting practices. Indeed, parents of VPT children show higher intrusiveness compared to parents of FT children, yet these patterns are not consistently associated with negative outcomes in VPT children. This study used latent transition analysis to 1) model profiles of parenting accounting for its multidimensionality, 2) examine stability of parenting profiles from age 2 to 5 as a function of birth group (VPT vs. FT families), and 3) test how transition patterns of parenting are associated with child trajectories of psychiatric risk between families. Caregiver-child dyads (N=207) participated in a structured interaction when children (VPT=135, FT=72; Girls=52%) were ages 2 and 5 years. Caregivers (Black=50%) reported on children’s internalizing and externalizing symptoms at 2, 5, and 9-10 years. Videos were coded for global parenting behavior (positive affect, negativity, intrusiveness, sensitivity) and child behavior (negativity, sociability). Covariates included gestational age, child sex, maternal age at delivery, and neighborhood disadvantage. A 2-class solution fit the parenting data best, indicating the sample was best described by higher positive/sensitive (Class 1) and higher negative/intrusive (Class 2) groups at both assessments. Parents in the positive/sensitive class (n=183) at age 2 were more likely to remain in that class, while parents in the negative/intrusive class (n=24) were more likely to transition to the positive/sensitive class at age 5. Few parents exhibited transitions into or stability in the negative/intrusive class (n=15). These patterns were similar across VPT and FT families. We tested whether probability of staying in Class 1 (i.e., stability of positive/sensitive parenting) predicted trajectories of child internalizing and externalizing symptoms. Conditional linear growth models indicated a sample-wide decrease in children’s internalizing and externalizing symptoms. After accounting for child negativity and sociability at age 2, internalizing trajectories varied as a function of transition probabilities and birth group. Regions of significance analysis indicated that lower probability of remaining in the positive/sensitive class (i.e., higher probability of belonging to the negative/intrusive class) was associated with less decrease in internalizing symptoms from age 2 to 10, but only in FT children (Fig. 1). In contrast, VPT children’s internalizing symptoms decreased over time regardless of transitions in parenting. These associations were specific to internalizing symptoms. Levels of intrusive and negative parenting may be similar between VPT and TC families yet represent different mechanisms as evident by associations with child psychopathology risk only in FT children. Intrusiveness may help VPT children focus their attention on play or task, creating space for caregivers to enrich and engage in more harmonious interactions. Harmonious parent-child interactions in turn promote socioemotional competence. In contrast, intrusiveness may overwhelm FT children who may otherwise benefit from autonomous play. More nuanced analyses are needed to explore these caregiver-child contingencies in relation to child outcomes. |
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| Paper #2 | |
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| Exploring the Protective Role of Infant Self-Regulation in the Context of Maternal Internalizing Symptoms | |
| Author information | Role |
| Eunkyung Shin, Ph.D., Pennsylvania State University, United States | Presenting author |
| Sarah Myruski, Pennsylvania State University, United States | Non-presenting author |
| Tracy A. Dennis-Tiwary, Hunter College of the City University of New York, United States | Non-presenting author |
| Vanessa LoBue, Rutgers University, United States | Non-presenting author |
| Kristin A. Buss, Pennsylvania State University, United States | Non-presenting author |
| Koraly Pérez-Edgar, Pennsylvania State University, United States | Non-presenting author |
| Abstract | |
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Infancy marks a critical phase of development where rapid brain growth and early experiences form the foundation for later cognitive, emotional, and social functioning. In the first two years of life, these developmental processes contribute to individual differences in adaptive functioning that are linked to later developmental outcomes (Bornstein et al., 2014). Although parental factors, especially maternal anxiety and depression, have been extensively examined for their impact on adverse developmental outcomes in children (Eley et al., 2015; Goodman, 2020), the role of the child in these processes has been relatively understudied. Notably, child self-regulation may serve as a protective factor, with children demonstrating stronger self-regulation showing resilience against adverse environmental influences (Eisenberg et al., 2010; Blair & Raver, 2012). Therefore, we focus on the longitudinal relations between infant temperament and self-regulation in the context of maternal internalizing symptoms, examining how these factors predict internalizing and externalizing problems in infants by age 2. Data for the xxx (Masked) Study (Author, yyyy) were collected from infants and their mothers at 4-, 8-, 12-, 18-, and 24-months of age. Due to the availability of behavioral data at specific time points, this study will focus on data collected at 18 and 24 months (N=52). Infant temperament, including activity levels, negative affect, and inhibitory control, was measured using the Toddler Behavior Assessment Questionnaire (TBAQ). Maternal anxiety and depression were measured with the Beck Anxiety Inventory (BAI) and Beck Depression Inventory (BDI). Infant self-regulation was assessed using a modified Still-Face Paradigm (Tronick et al., 1978). During a still face phase, mothers were instructed to engage solely with a mobile device, refraining from interacting with their infant. Their attention was focused exclusively on the device, leading to a lack of responsiveness toward the child. This modification enhanced the ecological validity of the Still-Face Paradigm by reflecting everyday situations (Myruski et al., 2018). Infant internalizing and externalizing problems were assessed using the Child Behavior Checklist (CBCL). Hierarchical linear regression models were used to examine the longitudinal relations between infant temperament, self-regulation, and maternal internalizing symptoms at 18 months, with infant internalizing and externalizing problems at 24 months. Higher infant activity levels (β = 1.31, p < 0.01) and maternal depressive symptoms (β = 0.25, p < 0.01) at 18 months positively predicted internalizing problems at 24 months, while infant self-comforting behavior at 18 months (β = -15.56, p < 0.01) negatively predicted (F = 4.59, R² = 0.61, p < 0.001). For externalizing problems at 24 months, maternal depressive symptoms (β = 0.73, p < 0.01) positively predicted externalizing behaviors, while infant self-comforting behavior (β = -35.85, p < 0.01) and inhibitory control (β = -1.89, p < 0.01) at 18 months now negatively predicted externalizing outcomes (F = 6.20, R² = 0.83, p < 0.001). These findings highlight the importance of early self-regulation during disrupted parent-infant interactions as a buffer against the potential adverse effects of maternal depressive symptoms, providing empirical evidence for the design of early interventions and prevention programs. |
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| Paper #3 | |
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| Using Multi-Person Neuroscience to Identify Dyad-Level Protective Factors for Early Childhood Mental Health | |
| Author information | Role |
| Dr. Laura E. Quinones-Camacho, Ph.D., The University of Texas at Austin, United States | Presenting author |
| Abstract | |
| Healthy caregiver-child interactions have long been identified as a protective factor for mental health in childhood. However, most of this work has focused on broad measures of the quality of the caregiver-child relationship. This has limited our understanding of the specific dynamics within caregiver-child interactions that may serve as risk and protective factors. Moreover, research on caregiver-child interactions has shown that healthy caregiver-child interactions are facilitated by the caregiver-child synchronization of biological responses (Feldman, 2007). Over the past decade, multi-person neuroscience techniques have been greatly developed to assess the coordination of brain responses during in-vivo interactions. This coordination of brain responses in a dyad, often called neural synchrony, refers to a natural tendency to coordinate brain activity during in-vivo interactions as a mechanism for increased social reciprocity (Wheatley et al., 2012). While research on caregiver-child neural synchrony is still scarce, the few published studies suggest that increased caregiver-child neural synchrony is linked with better child emotion regulation (Reindl et al., 2018), less parenting stress (Azhari et al., 2019), and greater behavioral reciprocity (Nguyen et al., 2020). However, many questions remain about the role that caregiver-child neural synchrony may play in protecting children from experiencing mental health disorders. Evidence from our lab suggests that children who show stronger neural synchrony with their caregivers during positive interactions have fewer mental health problems, offering the only evidence to date that caregiver-child neural synchrony may serve as a protective factor for mental health problems in children. However, what exactly about this increased neural synchronization may be most protective is still unclear. The current talk will provide a conceptual overview and offer preliminary evidence of how multi-person neuroscience approaches can be used to identify neural mechanisms for healthy caregiver-child interactions. Specifically, we will discuss preliminary analyses with an ongoing study of 3-7-year-olds and their primary caregiver on risk and protective factors for young children’s mental health. Neural synchrony is being measured using fNIRS hyperscanning during various laboratory tasks, caregiver and child mental health symptoms are reported by the caregiver, and behavior is coded throughout the interaction. Results from this ongoing study will demonstrate how the inclusion of muti-person neural approaches can help foster our understanding of dyad-level protective factors for mental health across early childhood. | |
| Paper #4 | |
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| Predictive Utility of Child and Parenting Assets for an Early Childhood Mental Health Risk Calculator | |
| Author information | Role |
| Leigha A. MacNeill, Ph.D., Purdue University, United States | Presenting author |
| Yudong Zhang, Northwestern University Feinberg School of Medicine, United States | Non-presenting author |
| Gina M. Giase, Northwestern University Feinberg School of Medicine, United States | Non-presenting author |
| Jillian Lee Wiggins, San Diego State University, United States | Non-presenting author |
| Elizabeth S. Norton, Northwestern University, United States | Non-presenting author |
| Julia G. Raven, University of Virginia, United States | Non-presenting author |
| Roshaye B. Poleon, University of Georgia, United States | Non-presenting author |
| Qiongru Yu, San Diego State University, United States | Non-presenting author |
| Christopher D. Smyser, Washington University in St. Louis, United States | Non-presenting author |
| Cynthia E. Rogers, Washington University in St. Louis, United States | Non-presenting author |
| Joan L. Luby, Washington University in St. Louis, United States | Non-presenting author |
| Norrina B. Allen, Northwestern University Feinberg School of Medicine, United States | Non-presenting author |
| Lauren S. Wakschlag, Northwestern University Feinberg School of Medicine, United States | Non-presenting author |
| Abstract | |
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Up to 1 in 5 children have mental health problems by preschool age (Carach et al., 2020). Although mental health problems are prevalent and early-onsetting, questions persist regarding which children to worry about and when. The first driver of this uncertainty is the extensive variability in behavior in early childhood. Second, most available screening instruments lack the context that is crucial for avoiding over-identification. The scope of the youth mental health crisis, coupled with clinical manifestations prior to school age, elevate the importance of a systematic approach to early detection in public health settings. Risk calculators can generate a personalized estimate of one’s probability of developing mental health problems from a set of factors, leveraging thresholds for supporting which individuals to target for prevention/treatment (Pencina & D’Agostino, 2012). Risk calculators have been the standard of care for cardiovascular disease, and burgeoning research has derived risk algorithms for predicting psychopathology in children. For example, preschool irritability and adverse childhood experiences (ACEs) emerged as key indicators in a risk algorithm, over and above demographic information, predicting the likelihood of developing a preadolescent internalizing/externalizing disorder (Wakschlag et al., 2024). To advance clinical utility of this risk algorithm for identifying when to worry in early pediatric care, we: (1) replicate the Wakschlag et al. (2024) risk algorithm at toddler-preschool age; (2) determine the added predictive utility of child and parenting assets, advancing an equitable framework to reduce over-identification based on race and ethnicity. Data were from two independent studies: The national (masked) Study (Cohort 1; N=2,763) and the regional (masked) study (Cohort 2; N=323). For Cohort 2, data were harmonized from two early childhood subsamples. In Cohort 1, toddlers (48% girls) were 51.9% Black, 21.4% White, and 2.7% Other Race; 23.8% were Hispanic. In Cohort 2, toddlers (44.3% girls) were 49.2% White, 38.1% Black, and 8.4% Other Race; 11.1% were Hispanic. Predictors of demographics, irritability, ACEs, child assets, and parenting assets were assessed in toddlerhood. Internalizing/externalizing problems were measured at preschool age as the outcome. Epidemiologic risk prediction methods were applied to: (1) replicate the published risk model comprised of demographics, child irritability, and ACEs in both cohorts; and (2) examine the added predictive utility of child (i.e., social competence) and parenting (i.e., parental involvement/confidence) assets in both cohorts. Predictive utility was based on two discrimination statistics: area under the curve (AUC) and/or integrated discrimination improvement (IDI). Table 1 indicates that the algorithm with demographics, irritability, and ACEs was replicated in both cohorts (AUC=.70 for both; IDI=.07 in Cohort 1 and .06 in Cohort 2). Table 2 demonstrates via the IDI that there was added predictive utility of child assets in both cohorts (IDI=.008 in Cohort 1 and .02 in Cohort 2), and parenting assets in Cohort 1 (IDI=0.004). Improving early mental health risk algorithms with emphasis on bias reduction via a strengths-based approach is key to equitable decision-making. These are important steps toward preparing developmentally-based decision tools for use in public health settings, such as pediatric care. |
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Innovative and Translational Methods for Promoting Early Childhood Mental Health: A Strengths-Based Approach
Submission Type
Paper Symposium
Description
| Session Title | Innovative and Translational Methods for Promoting Early Childhood Mental Health: A Strengths-Based Approach |