Jelena Obradović | Stanford University (original) (raw)
Papers by Jelena Obradović
Additional file 8: Fig. S1. A) We used a data reduction method, PCA, to compare the 500 probeset ... more Additional file 8: Fig. S1. A) We used a data reduction method, PCA, to compare the 500 probeset Houseman deconvolution signature in adult PBMC samples (Reinius) and child PBMC samples of GECKO and C3ARE. We observed an overlap of adult and child PBMC profiles in PC1 and PC2 (cumulatively accounting for 98% of DNAm variance in Houseman signature). B) Hierarchical clustering of adult PBMC samples (Reinius) and our pediatric PBMC profiles across all 500 Houseman deconvolution probes showed no discernible clustering between adult and child samples. These findings suggest that the Houseman deconvolution signature of both adult and child PBMC samples are consistent.
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Additional file 4: Fig. S7. Representation of A) 4980 CpGs underlying validated cis-mQTL, B) tiss... more Additional file 4: Fig. S7. Representation of A) 4980 CpGs underlying validated cis-mQTL, B) tissue-specific mQTL-associated CpGs and C) shared-tissue mQTL-associated CpGs across various genomic features. Bars show the fold-change between CpG count in each genomic region and the mean count of randomly selected CpGs in that same genomic feature, from 10,000 iterations. Error bars show standard error (* denotes significant enrichment or depletion at FDR ≤ 0.05) (S = South; N = North).
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Additional file 3: Fig. S6. Overlap of cis-mQTL identified in matched tissues of both C3ARE and G... more Additional file 3: Fig. S6. Overlap of cis-mQTL identified in matched tissues of both C3ARE and GECKO cohorts, respectively.
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Additional file 11: Fig. S4. Principal component analysis of PsychChip genotyping profiles (542,6... more Additional file 11: Fig. S4. Principal component analysis of PsychChip genotyping profiles (542,699 SNPs) for C3ARE (shown in blue) and GECKO (shown in red) revealed that genetic ancestry did not differ significantly between the cohorts as determined by Wilcoxon ranked-sum test of GECKO versus C3ARE in PC1 scores (p = 0.8) and PC2 scores (p = 0.4).
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A pedagogical tool is presented for applied researchers dealing with incomplete multilevel, longi... more A pedagogical tool is presented for applied researchers dealing with incomplete multilevel, longitudinal data. It explains why such data pose special challenges regarding missingness. Syntax created to perform a multiply-imputed growth modeling procedure in Stata Version 11 (StataCorp, 2009) is also described.
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Journal of Abnormal Child Psychology, 2017
In discussing the four papers in this special issue, we provide our perspective on the authors’ c... more In discussing the four papers in this special issue, we provide our perspective on the authors’ contributions and suggest directions for future research. First, we highlight the usefulness of the bi-factor model for investigating relations among specific aspects of executive functions (EFs) and externalizing symptoms. Next, we examine the role of EFs as a protective factor that can moderate the relation between risk factors – specifically, callous-unemotional behaviors – on externalizing symptoms. And finally, we address the contributions of innovative measurement approaches to understanding the relations between EFs and externalizing symptoms, using the state-space grid methodology as an example.
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Developmental psychology, 2021
Fine motor skills enable children to make precise and coordinated movements with their hands and ... more Fine motor skills enable children to make precise and coordinated movements with their hands and support their ability to engage in everyday activities and learning experiences. In a longitudinal study of 1,058 4-year-old children in rural Pakistan (n = 488 girls), we examined how prior and concurrent levels of home stimulation relate to change in fine motor skills from ages 2 to 4 while controlling for family wealth, maternal education, number of siblings at birth, prior and concurrent measures of children's physical growth and food insecurity, and prior motor skills at age 2. Moreover, we tested whether the association between early home stimulation and subsequent fine motor skills was mediated by physical growth, food insecurity, motor skills at age 2, and concurrent home stimulation. Results revealed that home stimulation at 18 months was positively associated with change in fine motor skills from ages 2 to 4, over and above family socioeconomic resources. This association w...
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Society for Research on Educational Effectiveness, 2016
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During the 1980s, the face of homelessness changed, as families with children began to use emerge... more During the 1980s, the face of homelessness changed, as families with children began to use emergency shelters in the Twin Cities and across the country. In 1985, the Minnesota Department of Economic Security reported 290 dependent children with families in shelters statewide on a single night in November. A decade later, in November 1995, this number had risen more than 500% to 1,532 children. By 2005, it was 2,477. The proportion of the total sheltered homeless population in Minnesota who were children in families has risen sharply during the last two decades, increasing from 23% in 1985 to 39% in 2008. These counts of sheltered individuals did not include many other children living with families doubled up with each other in the same residence or young “sofa surfers” staying with friends. Two decades ago, it was not feasible to accurately compute the numbers of homeless children attending school during a given academic year, because records simply did not exist. However, school ac...
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Improving Schools, 2020
Early parenting interventions have shown to be effective for changing parenting behaviours to pro... more Early parenting interventions have shown to be effective for changing parenting behaviours to provide stimulation at home. However, evidence about the effect on decision to timely enrol the child in preschool and the related pathways is scarce. A follow-up study of a rural cohort exposed to early parenting interventions in the first 2 years of life in Pakistan though indicated benefits for children’s cognitive skills and learning environment at home but did not improve preschool enrolment rates. The aim of this study was to explore stakeholder knowledge, attitudes and perceptions about preschool education that may influence parent’s decision of enrolment. A qualitative study using a phenomenological approach was conducted. Data collection methods included focus group discussion and in-depth interviews with the parents and the teachers and observations of selected preschools. An emergent thematic analysis was followed. Findings showed that community attitudes related to their role in...
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Developmental Psychobiology, 2021
This study investigated whether parents and kindergarten children show concurrent and time-lagged... more This study investigated whether parents and kindergarten children show concurrent and time-lagged physiological synchrony during dyadic interaction. Further, we tested whether parent-child behavioral co-regulation was associated with concurrent and time-lagged synchrony, and whether synchrony varied by the type of interaction task. Participants were 94 children (Mage = 5.6 years, 56% female) and their parents. We simultaneously measured parent and child respiratory sinus arrhythmia (RSA) during four dyadic interaction tasks: free play, clean up, problem-solving, and puzzle teaching. We found that synchrony varied by task. Concurrent synchrony occurred only during the puzzle teaching task, such that parent and child RSA were significantly and positively associated with each other simultaneously. Time-lagged synchrony occurred only during the problem-solving task, such that parent RSA was positively associated with child RSA 30 seconds later, and child RSA was negatively associated with parent RSA 30 seconds later. Although behavioral co-regulation and physiological synchrony have been conceptualized as markers of responsive parent-child interactions, our study finds no evidence that physiological synchrony is associated with between-dyad differences in behavioral co-regulation.
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Developmental Science, 2019
The determination to provide children with the best possible conditions to thrive transcends cult... more The determination to provide children with the best possible conditions to thrive transcends cultures and borders. Historically, most child development research has taken place in high-income countries and represented mostly western, educated, industrialized, wealthy, and democratic population. Yet, over the last few decades the field of child development has undergone an exponential expansion into new cultural and geographical locations. Efforts to translate and test existing tools, and to introduce advanced methodologies such as eye-tracking, neuroimaging, and app-based technology to new contexts are occurring all over the world. With this special issue we aim to represent recent child development research across the globe. This article is protected by copyright. All rights reserved.
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Journal of Experimental Child Psychology, 2018
We developed a novel, vignette-based ranking procedure to simultaneously collect teacher-reported... more We developed a novel, vignette-based ranking procedure to simultaneously collect teacher-reported executive function (EF) data for all students in a classroom. This ranking measure is an improvement over existing Likert-type rating scales because it can be completed more quickly and with comparatively little effort by teachers. Data for this validation study were drawn from a large, school-based study of third, fourth, and fifth graders (N = 813 from 33 classrooms in eight schools) in which ranking data and direct assessments of EF were collected. Using a subsample of students for whom teachers' ratings of EF and school records data were also collected (N = 311), we demonstrated that teachers' rankings of EF showed high convergent validity with teachers' ratings of EF and that both teacher-reported measures showed similar convergent validity with direct assessments of EF and similar predictive validity with respect to students' scores on standardized English/language arts and math achievement tests. Using data from the larger sample (N = 813), we conducted a simulation study demonstrating that the impact of missing data on the association between the rankings and the direct assessments of EF is minimal. Based on these results, the ranking procedure is a methodological innovation that enables the collection of relatively high-quality teacher-reported EF data for all students in a classroom quickly and with minimal burden on teachers. This vignette-based assessment method could be adapted to other domains of non-academic skills. We discuss varied uses of the ranking method for researchers and practitioners.
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Journal of Educational Psychology, 2018
Teacher-report is commonly used to assess executive functions (EFs) in schools, but teachers’ per... more Teacher-report is commonly used to assess executive functions (EFs) in schools, but teachers’ perceptions of EF skills may be biased by students’ demographic characteristics. In this short-term longitudinal study, we assessed whether students’ gender, ethnicity, and English language learner (ELL) status predicted teachers’ reports of students’ EFs, beyond what would be expected based on direct assessment of EFs. In addition, we tested whether these associations changed between the fall and spring. Data were drawn from a school-based study of third-, fourth-, and fifth-grade students (N = 558, 33 classrooms, 8 schools) in which students’ EFs were measured using direct assessments and teacher reports in the fall and spring. Using path analysis to control for the contribution of the direct assessment of EFs, we found systematic gender, ethnic, and ELL status disparities in teachers’ reports of students’ EFs. Moreover, these disparities did not change between the fall and spring. Given increased interest in incorporating teachers’ report of students’ EF skills into student report cards and school accountability indices, researchers and practitioners should further investigate and address the potential for systematic disparities in teachers’ reports of EFs. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
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Journal of Applied Developmental Psychology, 2019
Abstract This study examined mothers' and fathers' developmentally stimulating parenting ... more Abstract This study examined mothers' and fathers' developmentally stimulating parenting practices (i.e., engagement in play and communication activities) as mediators through which an early parenting intervention improved later cognitive and socioemotional development of 1302 4-year-old children in rural Pakistan. Maternal and paternal stimulation were both reported by the child's mother at 12, 24, and 48 months. Preschoolers' cognitive skills were directly assessed using standardized tests and socioemotional development was based on maternal ratings. Controlling for sociodemographic factors and children's prior levels of development, results revealed that both maternal and paternal stimulation significantly mediated intervention effects on children's longer-term cognitive and socioemotional development. Greater indirect effects were found through maternal than paternal stimulation. Additionally, more stimulation by one parent positively predicted later changes in his or her partner's stimulation. Implications for targeting both mothers' and fathers' parenting behaviors in early childhood interventions and further unpacking these family processes are discussed.
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PLOS ONE, 2018
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Journal of Applied Developmental Psychology, 2017
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Additional file 8: Fig. S1. A) We used a data reduction method, PCA, to compare the 500 probeset ... more Additional file 8: Fig. S1. A) We used a data reduction method, PCA, to compare the 500 probeset Houseman deconvolution signature in adult PBMC samples (Reinius) and child PBMC samples of GECKO and C3ARE. We observed an overlap of adult and child PBMC profiles in PC1 and PC2 (cumulatively accounting for 98% of DNAm variance in Houseman signature). B) Hierarchical clustering of adult PBMC samples (Reinius) and our pediatric PBMC profiles across all 500 Houseman deconvolution probes showed no discernible clustering between adult and child samples. These findings suggest that the Houseman deconvolution signature of both adult and child PBMC samples are consistent.
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Additional file 4: Fig. S7. Representation of A) 4980 CpGs underlying validated cis-mQTL, B) tiss... more Additional file 4: Fig. S7. Representation of A) 4980 CpGs underlying validated cis-mQTL, B) tissue-specific mQTL-associated CpGs and C) shared-tissue mQTL-associated CpGs across various genomic features. Bars show the fold-change between CpG count in each genomic region and the mean count of randomly selected CpGs in that same genomic feature, from 10,000 iterations. Error bars show standard error (* denotes significant enrichment or depletion at FDR ≤ 0.05) (S = South; N = North).
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Additional file 3: Fig. S6. Overlap of cis-mQTL identified in matched tissues of both C3ARE and G... more Additional file 3: Fig. S6. Overlap of cis-mQTL identified in matched tissues of both C3ARE and GECKO cohorts, respectively.
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Additional file 11: Fig. S4. Principal component analysis of PsychChip genotyping profiles (542,6... more Additional file 11: Fig. S4. Principal component analysis of PsychChip genotyping profiles (542,699 SNPs) for C3ARE (shown in blue) and GECKO (shown in red) revealed that genetic ancestry did not differ significantly between the cohorts as determined by Wilcoxon ranked-sum test of GECKO versus C3ARE in PC1 scores (p = 0.8) and PC2 scores (p = 0.4).
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A pedagogical tool is presented for applied researchers dealing with incomplete multilevel, longi... more A pedagogical tool is presented for applied researchers dealing with incomplete multilevel, longitudinal data. It explains why such data pose special challenges regarding missingness. Syntax created to perform a multiply-imputed growth modeling procedure in Stata Version 11 (StataCorp, 2009) is also described.
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Journal of Abnormal Child Psychology, 2017
In discussing the four papers in this special issue, we provide our perspective on the authors’ c... more In discussing the four papers in this special issue, we provide our perspective on the authors’ contributions and suggest directions for future research. First, we highlight the usefulness of the bi-factor model for investigating relations among specific aspects of executive functions (EFs) and externalizing symptoms. Next, we examine the role of EFs as a protective factor that can moderate the relation between risk factors – specifically, callous-unemotional behaviors – on externalizing symptoms. And finally, we address the contributions of innovative measurement approaches to understanding the relations between EFs and externalizing symptoms, using the state-space grid methodology as an example.
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Developmental psychology, 2021
Fine motor skills enable children to make precise and coordinated movements with their hands and ... more Fine motor skills enable children to make precise and coordinated movements with their hands and support their ability to engage in everyday activities and learning experiences. In a longitudinal study of 1,058 4-year-old children in rural Pakistan (n = 488 girls), we examined how prior and concurrent levels of home stimulation relate to change in fine motor skills from ages 2 to 4 while controlling for family wealth, maternal education, number of siblings at birth, prior and concurrent measures of children's physical growth and food insecurity, and prior motor skills at age 2. Moreover, we tested whether the association between early home stimulation and subsequent fine motor skills was mediated by physical growth, food insecurity, motor skills at age 2, and concurrent home stimulation. Results revealed that home stimulation at 18 months was positively associated with change in fine motor skills from ages 2 to 4, over and above family socioeconomic resources. This association w...
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Society for Research on Educational Effectiveness, 2016
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During the 1980s, the face of homelessness changed, as families with children began to use emerge... more During the 1980s, the face of homelessness changed, as families with children began to use emergency shelters in the Twin Cities and across the country. In 1985, the Minnesota Department of Economic Security reported 290 dependent children with families in shelters statewide on a single night in November. A decade later, in November 1995, this number had risen more than 500% to 1,532 children. By 2005, it was 2,477. The proportion of the total sheltered homeless population in Minnesota who were children in families has risen sharply during the last two decades, increasing from 23% in 1985 to 39% in 2008. These counts of sheltered individuals did not include many other children living with families doubled up with each other in the same residence or young “sofa surfers” staying with friends. Two decades ago, it was not feasible to accurately compute the numbers of homeless children attending school during a given academic year, because records simply did not exist. However, school ac...
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Improving Schools, 2020
Early parenting interventions have shown to be effective for changing parenting behaviours to pro... more Early parenting interventions have shown to be effective for changing parenting behaviours to provide stimulation at home. However, evidence about the effect on decision to timely enrol the child in preschool and the related pathways is scarce. A follow-up study of a rural cohort exposed to early parenting interventions in the first 2 years of life in Pakistan though indicated benefits for children’s cognitive skills and learning environment at home but did not improve preschool enrolment rates. The aim of this study was to explore stakeholder knowledge, attitudes and perceptions about preschool education that may influence parent’s decision of enrolment. A qualitative study using a phenomenological approach was conducted. Data collection methods included focus group discussion and in-depth interviews with the parents and the teachers and observations of selected preschools. An emergent thematic analysis was followed. Findings showed that community attitudes related to their role in...
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Developmental Psychobiology, 2021
This study investigated whether parents and kindergarten children show concurrent and time-lagged... more This study investigated whether parents and kindergarten children show concurrent and time-lagged physiological synchrony during dyadic interaction. Further, we tested whether parent-child behavioral co-regulation was associated with concurrent and time-lagged synchrony, and whether synchrony varied by the type of interaction task. Participants were 94 children (Mage = 5.6 years, 56% female) and their parents. We simultaneously measured parent and child respiratory sinus arrhythmia (RSA) during four dyadic interaction tasks: free play, clean up, problem-solving, and puzzle teaching. We found that synchrony varied by task. Concurrent synchrony occurred only during the puzzle teaching task, such that parent and child RSA were significantly and positively associated with each other simultaneously. Time-lagged synchrony occurred only during the problem-solving task, such that parent RSA was positively associated with child RSA 30 seconds later, and child RSA was negatively associated with parent RSA 30 seconds later. Although behavioral co-regulation and physiological synchrony have been conceptualized as markers of responsive parent-child interactions, our study finds no evidence that physiological synchrony is associated with between-dyad differences in behavioral co-regulation.
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Developmental Science, 2019
The determination to provide children with the best possible conditions to thrive transcends cult... more The determination to provide children with the best possible conditions to thrive transcends cultures and borders. Historically, most child development research has taken place in high-income countries and represented mostly western, educated, industrialized, wealthy, and democratic population. Yet, over the last few decades the field of child development has undergone an exponential expansion into new cultural and geographical locations. Efforts to translate and test existing tools, and to introduce advanced methodologies such as eye-tracking, neuroimaging, and app-based technology to new contexts are occurring all over the world. With this special issue we aim to represent recent child development research across the globe. This article is protected by copyright. All rights reserved.
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Journal of Experimental Child Psychology, 2018
We developed a novel, vignette-based ranking procedure to simultaneously collect teacher-reported... more We developed a novel, vignette-based ranking procedure to simultaneously collect teacher-reported executive function (EF) data for all students in a classroom. This ranking measure is an improvement over existing Likert-type rating scales because it can be completed more quickly and with comparatively little effort by teachers. Data for this validation study were drawn from a large, school-based study of third, fourth, and fifth graders (N = 813 from 33 classrooms in eight schools) in which ranking data and direct assessments of EF were collected. Using a subsample of students for whom teachers' ratings of EF and school records data were also collected (N = 311), we demonstrated that teachers' rankings of EF showed high convergent validity with teachers' ratings of EF and that both teacher-reported measures showed similar convergent validity with direct assessments of EF and similar predictive validity with respect to students' scores on standardized English/language arts and math achievement tests. Using data from the larger sample (N = 813), we conducted a simulation study demonstrating that the impact of missing data on the association between the rankings and the direct assessments of EF is minimal. Based on these results, the ranking procedure is a methodological innovation that enables the collection of relatively high-quality teacher-reported EF data for all students in a classroom quickly and with minimal burden on teachers. This vignette-based assessment method could be adapted to other domains of non-academic skills. We discuss varied uses of the ranking method for researchers and practitioners.
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Journal of Educational Psychology, 2018
Teacher-report is commonly used to assess executive functions (EFs) in schools, but teachers’ per... more Teacher-report is commonly used to assess executive functions (EFs) in schools, but teachers’ perceptions of EF skills may be biased by students’ demographic characteristics. In this short-term longitudinal study, we assessed whether students’ gender, ethnicity, and English language learner (ELL) status predicted teachers’ reports of students’ EFs, beyond what would be expected based on direct assessment of EFs. In addition, we tested whether these associations changed between the fall and spring. Data were drawn from a school-based study of third-, fourth-, and fifth-grade students (N = 558, 33 classrooms, 8 schools) in which students’ EFs were measured using direct assessments and teacher reports in the fall and spring. Using path analysis to control for the contribution of the direct assessment of EFs, we found systematic gender, ethnic, and ELL status disparities in teachers’ reports of students’ EFs. Moreover, these disparities did not change between the fall and spring. Given increased interest in incorporating teachers’ report of students’ EF skills into student report cards and school accountability indices, researchers and practitioners should further investigate and address the potential for systematic disparities in teachers’ reports of EFs. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
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Journal of Applied Developmental Psychology, 2019
Abstract This study examined mothers' and fathers' developmentally stimulating parenting ... more Abstract This study examined mothers' and fathers' developmentally stimulating parenting practices (i.e., engagement in play and communication activities) as mediators through which an early parenting intervention improved later cognitive and socioemotional development of 1302 4-year-old children in rural Pakistan. Maternal and paternal stimulation were both reported by the child's mother at 12, 24, and 48 months. Preschoolers' cognitive skills were directly assessed using standardized tests and socioemotional development was based on maternal ratings. Controlling for sociodemographic factors and children's prior levels of development, results revealed that both maternal and paternal stimulation significantly mediated intervention effects on children's longer-term cognitive and socioemotional development. Greater indirect effects were found through maternal than paternal stimulation. Additionally, more stimulation by one parent positively predicted later changes in his or her partner's stimulation. Implications for targeting both mothers' and fathers' parenting behaviors in early childhood interventions and further unpacking these family processes are discussed.
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PLOS ONE, 2018
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Journal of Applied Developmental Psychology, 2017
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Development and Psychopathology, 2009
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This study employed piecewise growth curve modeling to examine how children's executive function ... more This study employed piecewise growth curve modeling to examine how children's executive function (EF) skills relate to different components of children's physiological response trajectory – initial arousal, reactivity, and recovery. The sample included 102 ethnically diverse kindergarteners, whose EF skills were measured using standard tasks and observer ratings. Physiological response was measured via changes in respiratory sinus arrhythmia (RSA) in response to a laboratory socio-cognitive challenge. Children's cool and hot EF skills were differentially related to both linear and quadratic components of RSA response during the challenge. Greater hot EF skills and assessor report of EF skills during laboratory visit were related to quicker RSA recovery after the challenge. These findings demonstrate that children's physiological response is a dynamic process that encompasses physiological recovery and relates to children's self-regulation abilities.
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Biological sensitivity to context: The interactive effects of stress reactivity and family adversity on socioemotional behavior and school readiness., 2010
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Development and Psychopathology, 2012
The focus of this article is to present current progress in understanding the interplay among adv... more The focus of this article is to present current progress in understanding the interplay among adversity, physiological sensitivity to context, and adaptive functioning, with an emphasis on implications and future directions for resilience researchers. It includes a review of current literature that demonstrates (a) links between various levels of adversity exposure and variability in physiological reactivity, (b) how the interplay between children's physiological reactivity and different sources of risk and adversity relates to variability in adaptive functioning, and (c) various approaches for capturing a more dynamic nature of physiological reactivity and related processes. Throughout, important conceptual and empirical issues are highlighted.
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Developmental Neuroscience, 2009
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Monographs of the Society for Research in Child Development, 2012
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The symphonic structure of childhood stress reactivity: Patterns of sympathetic, parasympathetic and adrenocortical responses to psychological challenge. , 2014
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Child Development, 2008
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Development and Psychopathology, 2010
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Development and Psychopathology, 2010
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Developmental Psychology, 2005
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Journal of Clinical Child & Adolescent Psychology, 2009
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Emerging adults in America: Coming of age in the 21st century., 2006
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
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Background Undernutrition contributes to at least half the estimated six million annual childhood... more Background Undernutrition contributes to at least half the estimated six million annual childhood deaths worldwide. Furthermore, one in three children fails to meet their developmental potential because of risks including stunting, illness, under-stimulation, poor responsive interactions and maternal depressive symptoms. Our study investigates the role of caregiving processes on children's height-forage at 2 and 4 years. Methods The Pakistan Early Child Development Scale-up study assessed the longitudinal effectiveness of early nutrition and responsive stimulation interventions on growth and development at 4 years of age. In total, 1302 children were followed up from birth to 4 years. We leveraged path analyses to explore potential mediators of early intervention effects on children's height-forage at 4 years, including maternal depressive symptoms, mother–child interaction quality, diarrhoeal illness and height-forage at 2 years. Results Our final model had excellent model fit (comparative fix index = 0.999, Tucker–Lewis index = 0.998, root mean square error of approximation = 0.008) and showed that mother–child interaction quality mediated the effects of both enhanced nutrition and responsive stimulation interventions on height-forage at 4 years via its longitudinal stability from 2 years of age (β = 0.016, p = 0.005; β = 0.048, p < 0.001, respectively). Further, diarrhoeal illness mediated the effects of maternal depressive symptoms at 1 year post partum on children's height-forage at 4 years via the longitudinal stability of height-forage z-score from 2 years of age onwards (β = À0.007, p = 0.019). Conclusions The quality of early caregiving experience mediated the association between both interventions and height-forage. The effect of maternal depressive symptoms on growth was mediated by diarrhoeal illness. Programmatic approaches to child nutrition and growth must address all these potentially modifiable factors.
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Journal of Applied Developmental Psychology, 2010
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Child Development, 2014
This study investigates the dynamic interplay between teacher-child relationship quality and chil... more This study investigates the dynamic interplay between teacher-child relationship quality and children&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5-year-old children, nested path analytic models were conducted to examine bidirectional pathways between children&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s behaviors and teacher-child relationship quality. Low self-regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self-regulation jointly predicted decreases in school engagement which in turn predicted first-grade academic competence. Findings illustrate the importance of considering transactions between self-regulation, teacher-child relationship quality, and school engagement in predicting academic competence.
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Child Development Perspectives, 2014
ABSTRACT Family homelessness in the United States has increased over the past two decades, raisin... more ABSTRACT Family homelessness in the United States has increased over the past two decades, raising concerns about associated risks for child development. In this article, we describe a translational research program focused on academic risk and resilience in homeless and highly mobile children. We find that although these children share many risk factors with other disadvantaged children, they are higher on an underlying continuum of risk. Additionally, marked variability has been observed among children who experience homelessness, both in risk level and achievement, with many children manifesting resilience. We discuss implications for research and efforts to address disparities in achievement.
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Early Education & Development, 2011
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This study examined the unique contributions and interplay of children's executive function (EF) ... more This study examined the unique contributions and interplay of children's executive function (EF) skills and challenge preference for adaptive classroom behaviors. The sample included socioeconomically and ethnically diverse third, fourth, and fifth grade students (N = 334, M = 9.30 years). EFs were directly assessed using tablet tasks in the classroom setting, challenge preference was measured with self-report questionnaires, and teachers reported on students' classroom behaviors. Both EFs and challenge preference independently predicted students' task orientation, assertiveness, peer social skills, and frustration tolerance, whereas only EFs were linked to stu-dents' conduct problems. Further, challenge preference emerged as a significant moderator of the association between EFs and students' assertiveness. Specifically, EFs were more strongly associated with students' assertiveness among students with low challenge preference. Implications include structuring classrooms to promote challenge preference by focusing on effort and learning.
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We describe and validate a novel, scalable, group-based assessment of executive functions (EFs) i... more We describe and validate a novel, scalable, group-based assessment of executive functions (EFs) in a classroom setting using tablet computers. Relative to the conventional method of a more controlled, one-on-one individual assessment (IA), the group assessment (GA) can be administered quickly to many students, requires less training for assessors, and measures performance in a naturalistic classroom setting. In a socioeconomically and ethnically diverse sample of 269 students in third through fifth grade, we show that IA and GA scores for the same tasks were highly inter-correlated, equally reliable, and showed analogous associations with known EF covariates. IA and GA scores independently predicted teacher-rated self-regulated classroom behavior and standardized test scores. Further, only the GA score emerged as a unique predictor of academic achievement when controlling for prior achievement. We are sharing the tablet apps, source code, and supporting materials for this GA procedure at no cost under an open-source license.
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Manuscript …, 2009
Page 1. Deconstructing Psychobiological Reactivity: The Contributions of Psychomotor Activity and... more Page 1. Deconstructing Psychobiological Reactivity: The Contributions of Psychomotor Activity and Stress Response in Five Year Old Children (UNDER REVIEW-DO NOT CITE WITHOUT PERMISSION) Nicole R. Bush and ...
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Differentiating challenge reactivity from psychomotor activity in studies of children's psychophysiology: Considerations for theory and measurement., 2011
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Journal of Modern Applies Statistical Methods, 2013
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