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To provide a detailed description of the development of the first case of congenital Zika syndrome (CZS) to be reported in the literature worldwide. This report describes the case of a child with CZS monitored from pregnancy until four years of age, with periodic evaluations of head circumference, weight, height, motor function according to the Gross Motor Function Measure (GMFM-88), and the occurrence of comorbidities. The child's birth weight and length were normal (z-score = 1.1 and −1.95, respectively), while head circumference was below the expected value (z-score = −3.15). At 48 months, head circumference reached 43 cm (z-score = −4.48). During daily home physiotherapy sessions, the child achieved developmental milestones, standing unsupported at 17 months, with a GMFM-88x score of 137. With specialist therapy, the child walked independently at 36 months and a total GMFM-66 score of 214 was achieved by 42 months. In the four years of follow-up, the child was hospitalized four times for different reasons. No convulsive seizures occurred. Despite severe neurological impairment, the child's weight and height are adequate for age, with motor and cognitive function improving over the first four years of life. [ABSTRACT FROM AUTHOR]

Background: Severe acute malnutrition (SAM) is a grave form of undernutrition that has been recognized as a medical and social disorder. Various factors contribute to the development of SAM, but the impact of maternal education on the nutritional status and development of the child is of paramount importance since focused interventions in this aspect can yield promising results. Aims and Objectives: The aims and objectives of the study are to assess the impact of maternal education on the development of children with SAM. Materials and Methods: A total of 125 SAM children in the age group 12-30 months were enrolled in this prospective observational study from among those admitted to the nutritional rehabilitation center of a tertiary care center in central India. The developmental status of SAM children was assessed using the Developmental Assessment Scale of Indian Infants. The association of maternal education with the development of SAM children was analyzed. Results: Overall developmental delay was observed in 44.8% of SAM children, whereas motor and mental development delay was noted in 45.6% and 44% of SAM children. The maternal education level was significantly associated with the overall development of the SAM child. (P=0.043 for motor development, P=0.017 for mental development, P=0.023 for motor developmental delay). Conclusion: Maternal education plays a key role in improving the developmental status of SAM children, who are more prone to developmental delays across various domains. Efforts toward enhancing maternal education, especially knowledge regarding child nutrition and development, can reduce the incidence and improve the management of SAM in children. [ABSTRACT FROM AUTHOR]

Practice guidelines for early childhood education (ECE) and clinical autism interventions (Naturalistic Developmental Behavioral Intervention, NDBI) have emerged separately in history, represent different disciplines, and operate within different service systems in the United States. This article identifies priorities, principles, and practices that are shared across the NDBI and ECE frameworks, unique to each framework but compatible with the other, or in conflict. Both frameworks support converging inclusive ECE models focused on autism in that they are both grounded in responsive relationships, natural learning environments, and strategies to promote children's motivation and active engagement. While compatible in general, each framework extends the other in important ways. For example, NDBI goes beyond the ECE frameworks by focusing on a more fine-grained examination of learning strategies and targets. Opportunities for bridging gaps are identified, including the use of implementation science frameworks to integrate perspectives from different stakeholder groups, supporting the scale-up of inclusion preschools in community settings. [ABSTRACT FROM AUTHOR]

Children with arthrogryposis multiplex congenita (AMC) often demonstrate growth differences compared with typically developing (TD) children. However, growth charts have not been developed for this population. The purpose of this study was to create AMC-specific growth charts and to compare these values to those of TD children. A retrospective review of height/length and weight for 206 children with AMC was performed. Growth charts were developed and stratified over seven percentiles; these were then compared with growth charts of TD children. Children with AMC tend to be smaller in stature and weight compared with TD children, particularly in the first 36 months of life. Thereafter, weight values trend toward the 50th percentile of TD children, but height/length values persist around the 5th percentile of TD children. The development of AMC-specific growth charts provides health care providers an objective tool to evaluate growth patterns of patients with AMC. [ABSTRACT FROM AUTHOR]

The global burden of early life adversity (ELA) is profound. The World Health Organization has estimated that ELA accounts for almost 30% of all psychiatric cases. Yet, our ability to identify which individuals exposed to ELA will develop mental illness remains poor and there is a critical need to identify underlying pathways and mechanisms. This review proposes unpredictability as an understudied aspect of ELA that is tractable and presents a conceptual model that includes biologically plausible mechanistic pathways by which unpredictability impacts the developing brain. The model is supported by a synthesis of published and new data illustrating the significant impacts of patterns of signals on child development. We begin with an overview of the existing unpredictability literature, which has focused primarily on longer patterns of unpredictability (e.g. years, months, and days). We then describe our work testing the impact of patterns of parental signals on a moment‐to‐moment timescale, providing evidence that patterns of these signals during sensitive windows of development influence neurocircuit formation across species and thus may be an evolutionarily conserved process that shapes the developing brain. Next, attention is drawn to emerging themes which provide a framework for future directions of research including the evaluation of functions, such as effortful control, that may be particularly vulnerable to unpredictability, sensitive periods, sex differences, cross‐cultural investigations, addressing causality, and unpredictability as a pathway by which other forms of ELA impact development. Finally, we provide suggestions for prevention and intervention, including the introduction of a screening instrument for the identification of children exposed to unpredictable experiences. [ABSTRACT FROM AUTHOR]

The overarching goal of this paper is to examine the efficacy of early intervention when viewed through the lens of developmental neuroscience. We begin by briefly summarizing neural development from conception through the first few postnatal years. We emphasize the role of experience during the postnatal period, and consistent with decades of research on critical periods, we argue that experience can represent both a period of opportunity and a period of vulnerability. Because plasticity is at the heart of early intervention, we next turn our attention to the efficacy of early intervention drawing from two distinct literatures: early intervention services for children growing up in disadvantaged environments, and children at elevated likelihood of developing a neurodevelopmental delay or disorder. In the case of the former, we single out interventions that target caregiving and in the case of the latter, we highlight recent work on autism. A consistent theme throughout our review is a discussion of how early intervention is embedded in the developing brain. We conclude our article by discussing the implications our review has for policy, and we then offer recommendations for future research. [ABSTRACT FROM AUTHOR]

Sensory features are included in the diagnostic criteria of autism spectrum disorder, and sensory responsiveness may produce "cascading effects" on later development. However, the relation between early sensory profiles and later skills has yet to be defined. This study aims to characterize sensory subgroups in 116 toddlers at elevated likelihood for autism spectrum disorder and test their association with later autistic traits and diagnosis. We used latent class analyses to assess individual differences across sensory patterns, grouping individuals with similar sensory profiles together. The final model was chosen based on a stepwise procedure, starting with a one-class solution, and then adds one class at a time. The Sensory Profile-2 Questionnaire measured clinical sensory features, and four sensory patterns were evaluated (seeking, avoiding, sensitivity, and registration). We investigated sensory subgroups concerning socio-communication skills and restricted/repetitive behaviors at 24 months and the clinical best-estimate diagnosis at 3 years. A three-class solution was favored, and toddlers can be characterized into three homogeneous sensory groups: low seeking, sensory balanced, and high sensitivity. The results showed that the high sensitivity group showed later socio-communicative difficulties and restricted/repetitive behaviors. Children in this class were those with the highest percentage of diagnosis at 3 years (57.9%). These findings provide new insights into the nature of sensory processing and may have implications for personalized support needs. Early sensory responsiveness may produce cascading effects on later development, but the relation between sensory profiles and autistic diagnosis remains unclear. In a longitudinal sample of toddlers at elevated likelihood for autism, we aimed to characterize sensory subgroups and their association with clinical outcomes later on. Three sensory subgroups were described and early sensory sensitivity plays a significant role in later development and diagnosis. This study supported the importance of examining different levels of sensory patterns to dissect the phenotypic heterogeneity in sensory processing. As sensory differences are associated with later developmental outcomes, these results may be critical when designing intervention needs and support for children at increased likelihood for neurodevelopmental disorders. [ABSTRACT FROM AUTHOR]

Most studies that use the NIH Toolbox 2-Minute Walk Test with young children, modify the protocol, compromising the generalizability of outcomes. A standardizable protocol is needed. The purpose of this study was to compare the 2MWT performance of children ages 3–6 years on the standard NIH Toolbox protocol and on a modified protocol designed to support young children. Cross-over randomized controlled trial. Fifteen typically developing children ages 3–6 years were randomly assigned to the performance order of the NIH toolbox 2MWT protocol and the Modified Accessibility Path (MAP) 2MWT protocol. Outcome variables and statistical analyses included test completion (McNemar test), distance walked (Wilcoxon signed-rank test), and accuracy (general estimating equation model with Poisson distribution). All children completed 2 min of walking with the MAP protocol. Only 40% of children completed the NIH Toolbox protocol, with 83% of these NIH completers bolstered by previous exposure to the MAP protocol. Collapsed across the order, children also had significantly fewer errors per lap with the MAP protocol (p < 0.0001), despite walking a significantly greater distance (p = 0.006). These findings lend preliminary support for standardized application of a 2MWT with young children when the protocol is designed to be child-friendly. [ABSTRACT FROM AUTHOR]

Despite widespread application of semiotic theory in sociolinguistics, the development of children's social-semiotic landscapes remains underexplored. This paper analyzes the spontaneous responses of 94 children to short American English speech samples, with emic coding of responses. Results support a view of children's social-semiotic landscapes as rich and expanding; children as young as 5 volunteer a wide range of social indexes, but substantive comments increase in developmental time. Children use personal and local information early and often. Developmental increases in comments relying on more public or evaluative social knowledge suggest a developmental process building outward from the personal to the public. Children offer a window into the vibrant scaffolding process that all language users utilize, connecting language to the social in a local and dialogic process. • The development of children's social-semiotic landscapes remains underexplored. • Children provided open-ended responses of their impressions of English voices. • We qualitatively coded responses based on what social information children used. • Results support a view of children's social-semiotic landscapes as rich and expanding. • Suggests a developmental process that builds outward from the personal to the public. [ABSTRACT FROM AUTHOR]

Research examining the development of behavior, emotions and language, and their intertwining is limited as only few studies had a longitudinal design, mostly with a short follow-up period. Moreover, most studies did not evaluate whether internalizing symptoms and externalizing symptoms are independently associated with language ability. This study examines bidirectional associations between internalizing symptoms, externalizing symptoms and language ability in childhood in a large, population-based cohort. Longitudinal data from the Millennium Cohort Study, a cohort of children in the United Kingdom followed from birth to 11 years (n = 10,878; 50.7% boys), were analyzed. Internalizing and externalizing symptoms were based on parent reports. Language ability (higher scores reflecting poorer ability) was assessed by trained interviewers at ages 3, 5, 7 and 11 years. Structural Equation Models (SEM) were performed, including random-intercept cross-lagged panel models (RI-CLPM) and cross-lagged panel models (CLPM). Internalizing symptoms, externalizing symptoms and language ability were stable over time and co-occur with each other from early life onwards. Over time, externalizing symptoms in early childhood were associated with less growth in language skills and with increases in internalizing symptoms. In late childhood, language ability was negatively associated with later internalizing and externalizing symptoms. The early start, co-occurrence and persistent nature of internalizing symptoms, externalizing symptoms and (poorer) language ability highlights the importance of comprehensive assessments in young children who present problems in one of these domains. Specifically, among children in the early grades of elementary school, those with language difficulties may benefit from careful monitoring as they are more likely to develop difficulties in behavior and emotions. [ABSTRACT FROM AUTHOR]

Many children with developmental delays need early intervention services but do not receive them. Developmental screening provides the impetus for identification of delays and service referrals but is not used consistently across all early childhood education settings. We used an implementation science framework to examine attitudes and engagement in a developmental screening program across three U.S. early childcare centers. Teachers demonstrated adequate knowledge of screening following training in the screener and were highly engaged in the screening process. Teachers' positive attitudes toward screening increased yet perceived barriers to regular use of screening in their practice remained unchanged. Family participation in the screening process varied across centers and suggested a trend between family income and participation. Future research is needed to target pervasive barriers to teachers' use of screening, such as perceived difficulties in engaging parents in the screening process. [ABSTRACT FROM AUTHOR]

Background Most neurodevelopmental tests used to assess child development in sub-Saharan Africa were developed in western or high-income countries, raising the question of their usefulness with African children. Objective This systematic review identified and synthesized key findings from studies measuring development in children in Sub-Saharan Africa in early childhood and again at school age, to assess neurocognitive associations longitudinally from infancy through middle childhood. Methods The study was based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses method, selecting articles referenced in the PubMed, PsycInfo, and Embase databases using the following inclusion criteria: published between 2000 and 2022, written in French or English, and presenting results dealing with the objective assessment of child's neurodevelopment. All articles were registered in the Zotero reference manager and analyzed by title, abstract, and full text. Results Several of the seven selected studies confirmed that attention and working memory in infancy can predict children's neurocognitive performance, including mathematical ability, at school age. In two of the studies, children with poor mental development at 1 year of age are more likely to present with poorer behavioral development at school age, including learning difficulties in school and risk for grade repetition. Conclusion Cognitive ability assessed in early childhood is strongly associated with performance at school age in cohorts of African children followed longitudinally. Even with assessments adapted cross-culturally, infants and preschoolers at risk for poor developmental outcomes can be identified to better receive strategic early interventions to enhance their development. [ABSTRACT FROM AUTHOR]

Early diagnosis is crucial for Autism spectrum disorder (ASD) and is achieved through a screening of developmental indicators to recognise children who are at risk of autism. One of the most widely used instruments in clinical practice for assessing child development is the Griffiths Mental Development Scale (GMDS). We sought (a) to assess longitudinally whether children diagnosed with ASD, with a mean age of 33.50 months (SD 7.69 months), show a developmental delay of abilities measured by the GMDS over time and (b) to analyse which skills of the GMDS could be associate to the symptomatologic severity of ASD. Our results showed lower scores of General Quotient and all sub-quotients of GMDS from first (T0) to second assessment (T1), except for the Performance sub-quotient. Three sub-quotients (Personal-Social, Hearing and Language and Practical Reasoning) also associate symptom severity at the time when the diagnosis of ASD is made. [ABSTRACT FROM AUTHOR]

Stories constitute a significant part of the Indian preschool curriculum due to their various benefits in preschool child development. However, the teachers' practice of stories and their perception regarding the influence of stories on preschool child development are vital determining factors in the benefit preschoolers receive from stories. The global concern for providing quality education for preschool children necessitates the exploration of teachers' practices and perceptions; however, such studies in the Indian context, where education is shaped by its multicultural and linguistic diversities, are limited. The present study provides an original contribution to exploring the Indian preschool teachers' practice of stories and perception of the influence of stories on preschool child development using a developed questionnaire, Teachers' Practice and Perception of Stories (TPPS). Ninety-six preschool teachers from English medium schools in Mangalore, India, participated in the study. The findings indicated that irrespective of teachers' demographic variables, they played an active role in telling stories to children and positively believed that stories facilitate speech and language, cognition, literacy, and socio-pragmatic development in preschoolers. The findings broadly apply stories for preschool child development in clinical and school settings. [ABSTRACT FROM AUTHOR]

Background: Early detection of suspected neurodevelopmental delay allows for timely diagnosis and appropriate intervention, for which numerous screening tests have been developed. However, most are complex and impractical for health-care workers at the community level. This study aimed to validate the KARVI scale in the neurodevelopment assessment of children under 1 year of age. Methods: We conducted an observational, longitudinal, comparative, inferential, and prospective study. Healthy children without risk factors for developing neurodevelopmental delay from 0 to 12 months of age were evaluated remotely using the Zoom® application. The Child Development Evaluation Test and the KARVI scale were applied once a month for four consecutive months. Results: Fifty individuals were analyzed, with a predominance of males in 52%. Adequate percentages for a screening test were obtained in the first evaluation with a sensitivity of 70% (confidence interval [CI] 95% 34.75-93.33) and a specificity of 75% (CI 95% 58.8-87.31), and in the fourth evaluation with a sensitivity of 100% (CI 95% 29.4-100) and a specificity of 78.72% (CI 95% 64.34-89.3), being significant in both evaluations (p = 0.007 and p = 0.001, respectively). Conclusions: The KARVI scale has the elements to be an effective screening test for suspected neurodevelopmental delay, but more extensive studies are needed to obtain more reliable results. [ABSTRACT FROM AUTHOR]

A common challenge in developmental research is the amount of incomplete and missing data that occurs from respondents failing to complete tasks or questionnaires, as well as from disengaging from the study (i.e., attrition). This missingness can lead to biases in parameter estimates and, hence, in the interpretation of findings. These biases can be addressed through statistical techniques that adjust for missing data, such as multiple imputation. Although multiple imputation is highly effective, it has not been widely adopted by developmental scientists given barriers such as lack of training or misconceptions about imputation methods. Utilizing default methods within statistical software programs like listwise deletion is common but may introduce additional bias. This manuscript is intended to provide practical guidelines for developmental researchers to follow when examining their data for missingness, making decisions about how to handle that missingness and reporting the extent of missing data biases and specific multiple imputation procedures in publications. [ABSTRACT FROM AUTHOR]

Background: Epidermolysis bullosa (EB) is a group of rare, congenital skin disorders, characterized by skin fragility and formation of blisters. The gross motor outcomes of children with EB are not known. Objectives: The primary objective of the study was to measure the proportion of gross motor delay in children with EB. The secondary objectives were to measure the difference in gross motor outcomes between EB sub‐types and change in gross motor outcomes over time. Methods: Children with EB, aged between one month and five and a half years of age, attending the Sydney Children's Hospital, Epidermolysis Bullosa Clinic, were eligible. Carers completed Ages and Stages Questionnaires, Third Edition, on behalf of their children. Questionnaires were scored, and outcomes were compared to age‐expected norms. Results: There were 24 participants to complete a questionnaire. Eleven participants completed additional questionnaires over the 24 month study duration. The proportion of children with EB with gross motor delay was greater than age‐expected norms (29.17% vs. 2.5%). The delay occurred in children with recessive dystrophic (80%) and epidermolysis bullosa simplex (33.33%) sub‐types, but not dominant dystrophic (0%). No children with Junctional EB or Kindler EB joined this study. Conclusions: This study demonstrates a difference in gross motor outcomes in children with EB. Children with recessive dystrophic and epidermolysis bullosa simplex should be prioritized for monitoring of, and intervention for, gross motor outcomes through multidisciplinary care. Further research investigating long‐term outcomes for children with EB and the effectiveness of interventions would be beneficial. [ABSTRACT FROM AUTHOR]

The relation between attention and memory has long been deemed important for understanding cognition, and it was heavily researched even in the first experimental psychology laboratory by Wilhelm Wundt and his colleagues. Since then, the importance of the relation between attention and memory has been explored in myriad subdisciplines of psychology, and we incorporate a wide range of these diverse fields. Here, we examine some of the practical consequences of this relation and summarize work with various methodologies relating attention to memory in the fields of working memory, long-term memory, individual differences, life-span development, typical brain function, and neuropsychological conditions. We point out strengths and unanswered questions for our own embedded processes view of information processing, which is used to organize a large body of evidence. Last, we briefly consider the relation of the evidence to a range of other theoretical views before drawing conclusions about the state of the field. [ABSTRACT FROM AUTHOR]

Ursula K. Le Guin (1929–2018) was an influential American writer who was a leading literary figure of the 20th century. She is known for her contributions to the science fiction and fantasy genres. She wrote numerous novels, short stories, poems, and essays throughout her career, exploring various themes and pushing the boundaries of speculative fiction. In this article, I discuss Le Guin's writings on the developmental tasks of adolescence. In Le Guin's fiction, she examines how different social and cultural contexts determine patterns of maturation and the acquisition of the roles and responsibilities of adulthood. This article focuses on two novels, A Wizard of Earthsea from the Books of Earthsea (Le Guin, 2018), and Coming of Age in Karhide (Le Guin, 2017). [ABSTRACT FROM AUTHOR]

An editorial is presented on the neurodevelopmental basis of anxiety disorders, highlighting the role of altered brain function, especially in the amygdala and prefrontal cortex connectivity. Topics include sex differences in anxiety disorder risk and expression, and the use of diffusion tensor imaging to study white matter (WM) tracts in children with anxiety disorders.

In this article, we suggest that aging and development are two sides of the same coin, and that developing a comprehensive understanding of health and disease risk requires examining age‐related processes occurring throughout the earliest years of life. Compared to other periods in life, it is during this early period of acute vulnerability, when children's biological and regulatory systems are developing, that biological aging occurs most rapidly. We review theory and empirical research suggesting that processes of development and aging are intricately linked, and that early adversity may program biological parameters for accelerated aging and disease risk early in life, even though clinical signs of age‐related disease onset may not be evident until many years later. Following from this, we make the case for widespread incorporation of biological aging constructs into child development research. [ABSTRACT FROM AUTHOR]

Unlike children's early ability to navigate by continuous boundaries, their ability to extract geometric information from an array of objects emerges gradually over childhood. To investigate children's developing representation of object arrays for navigation and its relation to their mental representation of the global spatial layout, reorientation behavior was tested in 146 children (4–9 years, 78 male children and 68 female children, Italian) with rectangular arrays made up of 20 objects. Posttest questions on children's spatial language and their mental and pictorial representation of the environment were administered. Although children of all ages navigated by the geometry of continuous boundary-like arrays, they only succeeded with separated object arrays at around 7 years of age. This developmental change was predicted by children's individual ability to extract the abstract geometry of the spatial layout in a two-dimensional picture of the room. Public Significance Statement: We tested 146 four- to nine-year-olds' ability to navigate by rectangular arrays made of 20 objects, each varying in their continuity and spacing. Children of all ages extracted the global geometry of continuous arrays containing wall-like boundaries; the use of discontinuous object arrays emerged at 6–7 years. Children's navigation by the geometry of the object arrays was associated with their identification of a two-dimensional pictorial depiction of the array. [ABSTRACT FROM AUTHOR]

Background: Child temperament traits and mothers' emotional symptoms relating to anxiety and depression may drive changes in one another, leading to their 'co‐development' across time. Alternatively, links between mother and child traits may be attributable to shared genetic propensities. We explored longitudinal associations between mothers' emotional symptoms and child temperament traits and adjusted for genetic effects shared across generations. Methods: This study is based on the Norwegian Mother, Father and Child Cohort Study (MoBa). Mothers (n = 34,060) reported on their symptoms of anxiety and depression, and temperament among offspring (n = 42,526), at child ages 1.5, 3 and 5 years. Structural equation models parameterised developmental change in traits, and an extended family design adjusted for genetic effects. Results: We found individual differences in stable trait scores and rate of change for all study variables. Longitudinal stability in mothers' emotional symptoms was associated with longitudinal stability in offspring emotionality (r = 0.143), shyness (r = 0.031), and sociability (r = −0.015). Longitudinal change in mothers' symptoms showed very small or negligible correlations with longitudinal change in child temperament. Both genetic and environmental influences explained the stable longitudinal association between mothers' symptoms and child emotionality. Conclusions: The studied associations between mother and child traits across time appeared to be due to stable, trait‐like factors, involving genetic and environmental influence, rather than their co‐development. Findings contribute knowledge on how emotional symptoms develop in families across time, and the methods with which we can explore such development. [ABSTRACT FROM AUTHOR]

Il existe un lien fort entre le développement du langage oral chez l'enfant et le développement de ses compétences mathématiques. L'objectif de la présente recherche est de recenser les études et synthétiser les connaissances scientifiques acquises à ce jour sur le vocabulaire mathématique chez l'enfant. La méthode de recherche utilisée est la revue de littérature systématique. Les résultats sont exposés sous forme de synthèse narrative. Cette revue a montré que différentes terminologies sont relevées dans les articles. Le vocabulaire mathématique est le plus souvent évalué en compréhension uniquement et il est identifié comme un fort prédicteur de plusieurs compétences mathématiques et cognitives. La revue souligne également que les enfants présentant des difficultés d'apprentissage en mathématiques présentent des difficultés au niveau du vocabulaire mathématique. De plus, la présente synthèse met en évidence l'intérêt d'un apprentissage explicite du vocabulaire mathématique chez des enfants entre 6 et 11 ans, notamment à travers la lecture partagée pour les plus jeunes. Enfin, aucune étude n'a investigué le vocabulaire mathématique en français. There is a strong link between the development of spoken language in children and the development of their mathematical skills. The objective of the current research is to identify studies and synthesize the scientific knowledge acquired to date on mathematical vocabulary in children. The research method used was a systematic literature review. The results are presented in a narrative synthesis. This review showed that different terminologies are identified in the articles. Mathematical vocabulary is most often assessed in comprehension only, and it is a strong predictor of many mathematical and cognitive skills. The review points out also that children with mathematics learning difficulties have difficulties with mathematical vocabulary. Furthermore, the present synthesis highlights the interest of explicit learning of mathematical vocabulary in children between the ages of 6 and 11 years, particularly through shared reading for the youngest. Finally, no study has investigated mathematical vocabulary in French. [ABSTRACT FROM AUTHOR]

Background: Adolescence, a developmental period characterized by significant changes in sleep, is associated with normative increases in impulsivity. While short sleep duration has been linked to elevated impulsivity, the neural mechanism underlying the relationship between short sleep duration and elevated impulsivity remains poorly understood. Methods: We analyzed a dataset of 7,884 drug‐naive 9–10 year‐olds from the Adolescent Brain Cognitive Development (ABCD) study. Among them, 5,166 have two‐year follow‐up neuroimaging data. Linear mixed‐effects models, mediation analyses, and longitudinal mediation analyses were used to investigate the relationship between parent‐reported sleep duration, impulsivity, and functional and structural connectivity between the cortex and the striatum. Results: We found that less sleep duration is significantly associated with higher positive and negative urgency, which are two affect‐related components of impulsivity. In addition, we observed a link between short sleep duration and reduced corticostriatal connectivity. Neural pathways associated with short sleep duration—functional connectivity between the cingulo‐opercular network and the left caudate, and between the cingulo‐parietal network and the right pallidum—mediated the association between sleep duration and positive urgency both at baseline and two‐year follow‐up. Longitudinal mediation analyses further revealed that short sleep duration and elevated positive urgency exacerbated each other through these two corticostriatal connectivities. Conclusions: These findings highlight the key role of corticostriatal connectivities in the reciprocal relationship between short sleep duration and elevated impulsivity. Given the increasing prevalence of short sleep duration in adolescents, the link between sleep duration, impulsivity, and corticostriatal connectivities has important implications for timely interventions to address impulsive problems in early adolescents. [ABSTRACT FROM AUTHOR]

Few issues are more important to developmental scientists than understanding and elucidating mechanisms of developmental change. There are good reasons for this. For example, understanding how developmental change is produced allows developmental researchers to go beyond studying at what age an ability emerges to understanding the underlying processes by which those abilities develop in the first place. Yet, despite their importance, the term mechanism is not well understood. This lack of understanding is problematic because researchers and theorists can disagree and debate about what does and does not 'count' as mechanism research, which can slow scientific progress. Given this issue, this paper has three broad aims. The first aim was to provide a clear definition for one kind of developmental mechanism, namely, developmental mechanisms of cognitive change. The second aim is to provide a concrete example of a developmental mechanism and discuss how it works in detail, from start to finish. The third aim is to challenge the field to be more explicit about how their proposed developmental mechanisms work to ensure scientific progress. [ABSTRACT FROM AUTHOR]

Pediatric drug development has many unique challenges, one of which is the evaluation of growth and development changes in children that are expected and are not due to the study intervention. Children grow and mature at different pace. The potential impact of the drug could vary with the developmental age of the participants receiving the treatment. For example, sexual maturation is a critical consideration in children of age 10 and above, but not in younger age groups. How the investigational drug impacts children is ultimately a risk-benefit consideration. In this paper, practical considerations and recommendations are provided on how to assess growth and development based on data collected from clinical trials in pediatric patients. The endpoints and measures related to growth, sexual maturation and neurocognitive development are discussed. Basic analysis approaches are recommended. [ABSTRACT FROM AUTHOR]

The objective of the study was to develop a prototype for an accessible, high quality, cost and time‐effective 'Development Profiling Tool' for use in reception classes. This would build a unique picture of every individual child's developmental at the beginning of their educational journey, meaning that interventions for any comparable areas of difficulty could be started early in the child's schooling. In this study, a prototype of the tool was developed and tested for reliability, validity and usability. Through content analysis of a range of screeners and the merging of targeted expertise, a single 54 question observational questionnaire was constructed that incorporated the five developmental domains considered to impact on learning and emotional well‐being: auditory skills; internal senses (proprioception and vestibular input); external senses (auditory, visual and tactile responsivity); fine motor skills and gross motor skills. Thus, the Development Profiling Tool was created. Key pointsFor a child to learn successfully a number of developmental building blocks need to be present.These include effective sensory responsivity and motor coordination.This study develops a Developmental Profiling Tool to map every child's development at the start of their schooling.The study also tests the prototype for reliability, validity and usability. [ABSTRACT FROM AUTHOR]

Across the early childhood period of development, young children exhibit considerable growth in their executive functioning (EF) and vocabulary abilities. Understanding the developmental trajectory of these seemingly interrelated processes is important as both early vocabulary and EF have been shown to predict critical academic and socio‐emotional outcomes later in childhood. Although previous research suggests that EF and vocabulary are correlated in early childhood, much of the existing longitudinal research has focused on unidirectional relations among preschool child samples. The current large‐scale study, therefore, sought to examine whether children's vocabulary and EF abilities are bidirectionally related over time across four measurement waves in early childhood (i.e., at ages 2, 3, 4, and 6). At each timepoint, children's vocabulary skills were positively correlated with their concurrent EF abilities. After controlling for child sex and maternal education status, the best‐fitting, cross‐lagged panel model was a unidirectional model whereby children's early vocabulary scores predicted their later EF performance at each timepoint. Although age 2 EF significantly predicted age 3 vocabulary size, this association was no longer significant after accounting for maternal education status. Our results illustrate that vocabulary size plays an important role in predicting children's later EF performance across various timepoints in early childhood, even after controlling for children's initial EF scores. These findings have important implications for intervention research as fostering early vocabulary acquisition may serve as a possible avenue for improving EF outcomes in young children. Research Highlights: Children's vocabulary size is positively correlated with their concurrent executive functioning skill at ages 2, 3, 4, and 6Young children's early vocabulary scores predict their later EF performance across measurement waves, even after controlling for initial EF skillThere is stability in children's relative vocabulary size and executive functioning performance over time in early childhood [ABSTRACT FROM AUTHOR]

Attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) are neurodevelopmental disorders with an early onset. Guidelines recommend a careful evaluation of developmental history when assessing the disorders, but it is unclear how children with ADHD and ASD differ from their peers growing up. In this study, physical, family, psychological, social, and educational information were examined in 3623 ethnically diverse children that were prospectively followed from birth to age 15 as part of the Fragile Families and Child Wellbeing Study. Fifteen-thousand variables were screened, and 506 variables included in the final analyses. Accuracy of the most indicative information to predict ADHD and ASD diagnoses in adolescence was evaluated. Adolescents with ADHD (n = 627) and ASD (n = 91) differed from their peers on a plethora of developmental signs, with signs closely related to the core symptoms of the disorders after age 5 being most indicative of the disorders. Predictive models correctly identified 66% of individuals with ADHD and 81% of those with ASD, but 62–88% of identified cases were false positives. The mean proportion of developmental deviations was 18.7% in the ADHD group, 20.0% in the ASD group, and 15.6% in peers; youth with both ADHD and ASD (n = 50) deviated on 21.8% of all developmental signs and had more pronounced deviations than those with ADHD or ASD alone. ADHD and ASD are characterized by broad and non-specific developmental deviations. Developmental information alone cannot be used to accurately predict diagnostic status in adolescence and false positives are likely if the diagnostic process relies heavily on such information. Developmental deviations are part of normal development and common in children without ADHD and ASD. Etiological heterogeneity and considerable temporal fluctuation in the core characteristics of ADHD and ASD may explain the lack of distinct developmental patterns. [ABSTRACT FROM AUTHOR]

Cognitive enhancement (CE) covers a broad spectrum of methods, including behavioral techniques, nootropic drugs, and neuromodulation interventions. However, research on their use in children has almost exclusively been carried out in high-income countries with limited understanding of how experts working with children view their use in low- and middle- income countries (LMICs). This study examines perceptions on cognitive enhancement, their techniques, neuroethical issues about their use from an LMICs perspective. Seven Indian experts were purposively sampled for their expertise in bioethics, child development and child education. In-depth interviews were conducted using a semi-structured topic guide to examine (1) understanding of CE, (2) which approaches were viewed as cognitive enhancers, (3) attitudes toward different CE techniques and (4) neuroethical issues related to CE use within the Indian context. All interviews were audio recorded and transcribed before thematic analysis. Findings indicate Indian experts view cognitive enhancement as a holistic positive impact on overall functioning and well-being, rather than improvement in specific cognitive abilities. Exogenous agents, and neuromodulation were viewed with skepticism, whereas behavioral approaches were viewed more favorably. Neuroethical concerns included equitable access to CE, limited scientific evidence and over-reliance on technology to address societal problems. This highlights the need for more contextually relevant neuroethics research in LMICs. [ABSTRACT FROM AUTHOR]

The present study used a novel, well-controlled paradigm to investigate the development of cool, hot-positive, and hot-negative inhibitory control in a sample of children (6- to 11-year-old; N = 38, 21 females), adolescents (12- to 18-year-old; N = 38, 24 females), and adults (19- to 38-year-old; N = 38, 28 females; sample location: United Kingdom). An ex-Gaussian approach was employed on stop signal task data to distinctly examine for the first time how mean and intraindividual variability measures of inhibitory control are modulated at different time spans of development and neutral and socioaffective contexts. Results show a combination of adolescent-emergent, adolescent-specific, and adult-emergent patterns for distinct ex-Gaussian measures of cool, hot-positive, and hot-negative inhibition performance, suggesting a much more complex account of inhibitory control development than previously believed. Public Significance Statement: The present study shows that the development of inhibitory control abilities from childhood to adulthood is much more complex than previously thought, with different developmental patterns across neutral, socially positive, and socially negative contexts. Moreover, this study suggests that intraindividual variability measures are sensitive markers of developmental changes in inhibitory control. [ABSTRACT FROM AUTHOR]

Background: Maternal perinatal depression has been shown to have long lasting effects on children's development. Studies have described the relationship of perinatal depression on children's cognition, especially negative effects on intelligence quotient (IQ). However, a recent examination of the current studies to discern the patterns and strength of associations between perinatal depression and child IQ is not available. Objective: The purpose of this systematic review is to discern the effects of perinatal depression, prenatally and within the first 12 months of the postpartum period, on the IQ of the child aged 0–18 years old. Methods: We searched the electronic databases: PubMed and CINAHL. We identified 1633 studies, and included 17 studies in the final review based on pre-determined criteria. After the data was extracted, we assessed the strength of the study using the national heart, lung, and blood institute quality assessment tool for observational cohort and cross-sectional studies. This systematic review had a total sample of 10,757 participants. Results: Across the studies, we identified a relationship between limited maternal responsiveness due to postpartum depression and a decrease in full IQ scores in younger children. Male children were found to be more sensitive to the postpartum depression, resulting in a decrease in IQs, in comparison to female children. Conclusions: Policies should be implemented to identify women suffering from perinatal depression to mitigate the effects of the disorder for both the mother and her child. Significance: Maternal perinatal depression has been shown to have far-reaching effects on children's development. However, a recent examination of the current studies to discern the associations between perinatal depression and child IQ is not available. In this systematic review, we identified a relationship between limited maternal responsiveness due to postpartum depression and a decrease in full IQ scores in younger children. Male children were more sensitive to postpartum depression, resulting in a decrease in IQs, in comparison to female children.. [ABSTRACT FROM AUTHOR]

Imitation development was studied in a cross‐sectional design involving 174 primary‐school children (aged 6–10), focusing on the effect of actions' complexity and error analysis to infer the underlying cognitive processes. Participants had to imitate the model's actions as if they were in front of a mirror ('specularly'). Complexity varied across three levels: movements of a single limb; arm and leg of the same body side; or arm and leg of opposite body sides. While the overall error rate decreased with age, this was not true of all error categories. The rate of 'side' errors (using a limb of the wrong body side) paradoxically increased with age (from 9 years). However, with increasing age, the error rate also became less sensitive to the complexity of the action. This pattern is consistent with the hypothesis that older children have the working memory (WM) resources and the body knowledge necessary to imitate 'anatomically', which leads to additional side errors. Younger children might be paradoxically free from such interference because their WM and/or body knowledge are insufficient for anatomical imitation. Yet, their limited WM resources would prevent them from successfully managing the conflict between spatial codes involved in complex actions (e.g. moving the left arm and the right leg). We also found evidence that action side and content might be stored in separate short‐term memory (STM) systems: increasing the number of sides to be encoded only affected side retrieval, but not content retrieval; symmetrically, increasing the content (number of movements) of the action only affected content retrieval, but not side retrieval. In conclusion, results suggest that anatomical imitation might interfere with specular imitation at age 9 and that STM storages for side and content of actions are separate. [ABSTRACT FROM AUTHOR]

Despite long wait times, public paediatric developmental assessment services remain crucial for the assessment of vulnerable children, particularly those from disadvantaged backgrounds. Assessment represents a critical opportunity to guide the placement of supports to improve functioning and developmental trajectories. There is, however, a lack of research examining how multi-disciplinary assessment services conduct assessments, synthesise results and provide reports to families. This study retrospectively examined 85 reports provided to caregivers at a multi-disciplinary developmental assessment service. Reports were evaluated for whether they (1) addressed caregiver perceived needs, (2) used available data to provide appropriate information about child needs, (3) provided recommendations that were actionable and specific to needs, (4) had appropriate readability levels and (5) followed existing autism assessment guidelines. Findings showed clinicians were more focused on autism diagnostic needs while caregivers were more focused on multiple transdiagnostic needs. Recommendations provided in the reports that were related to autism diagnoses were specific and actionable, but reports rarely addressed transdiagnostic needs or comorbidities (e.g. cognitive impairments, mental health). For instance, only 13% of reports contained recommendations for conditions other than autism spectrum disorder, despite 61% of the population receiving two or more diagnoses. Reports largely followed autism assessment guidelines, but the language used was more complex for families than what is typically recommended. Recommendations for future practice are provided to improve the quality of reports and to better meet the needs of children and families attending developmental assessment services. Despite long wait times, public paediatric developmental assessment services remain crucial for assessment of children. Assessment is a critical opportunity to guide the placement of supports to improve outcomes. There is little research examining how clinical assessment services conduct their assessments, present results and write reports to families. This study examined 85 reports provided to caregivers at a developmental assessment service. Reports were evaluated for whether they (1) addressed caregiver perceived needs, (2) used available data to provide appropriate information about child needs, (3) provided recommendations that were actionable and specific to needs, (4) had appropriate readability levels and (5) followed existing autism assessment guidelines. Findings showed clinicians were more focused on autism diagnostic needs while caregivers were more focused on non-diagnostic needs. Recommendations related to autism diagnoses were actionable, but they rarely addressed comorbidities such as cognitive impairments or mental health. For instance, only 13% of reports contained recommendations for conditions other than autism spectrum disorder, despite 61% of the population receiving two or more diagnoses. Reports largely followed autism assessment guidelines, but the language used was more complex for families than recommended. Recommendations for future practice are provided so that consideration may be given to how to improve the quality and effectiveness of reports for families attending services. [ABSTRACT FROM AUTHOR]

The Cartesian coordinate system is a fundamental concept for mathematics and science and poses a teaching challenge at primary school level. Learning the Cartesian coordinate system has the potential to promote numerical cognition through number–space associations, as well as core geometric concepts, including isometric transformations, symmetry, and shape perception. Immersive virtual reality (VR) facilitates embodied forms of teaching and learning mathematics through whole-body sensorimotor interaction and offers benefits as a platform to learn the Cartesian coordinate system compared with "real world" classroom activities. Our goal was to validate the Cartesian-Garden, a serious game designed to provide an educationally robust but engaging vehicle to teach these concepts in primary-level mathematics in a multisensory VR environment. In the game, the child explores a Cartesian-Garden, that is, a field of flowers in which each flower corresponds to x and y coordinates. Specifically, we tested whether exploring numbers spatially represented improved spatial and numerical skills independently from the use of VR. Children (n = 49; age 7–11 years old) were divided into experimental and age-matched control groups. The experimental group explored the Cartesian-Garden and picked flowers corresponding to target coordinates; the control group played a VR game unrelated to Cartesian coordinates. To quantify potential improvements, children were tested before and after training with perceptual tests investigating number line and spatial thinking. The results point toward differential age-related improvements depending on the tested concept, especially for the number line. This study provides the guidelines for the successful use of the Cartesian-Garden game, beneficial for specific age groups. [ABSTRACT FROM AUTHOR]

This study followed up ADHD/autistic symptoms and attentional performance in children/adolescents with ASD and typically developing ones (TD) over 5–7 years. The participants were stratified by age at baseline into child (< 12 years) and adolescent (12–19 years) groups. ADHD symptoms, especially hyperactivity, and attentional functions significantly improved during follow-up, more in children than in adolescents, in both ASD and TD. Significantly more omission errors and perseverations were noted in ASD than TD through the follow-up. Children with ASD had more improvement in reaction time while adolescents with ASD had less improvement in commission errors and detectability than TD. No correlation of attentional functions and ADHD symptoms in ASD implied different neural mechanisms of ADHD symptoms between ASD and ADHD. [ABSTRACT FROM AUTHOR]

Identification and determination of age is imperative for diversity of reasons that include disputed birth records, premature delivery, legal issues etc. Assessment of growth and development of a child helps in orthodontic, tooth development, shedding analysis, surgical and orthopedic management in dentistry.Dental age is one of the few measures of physiologic development that is uniformly applicable from infancy to late adolescence.Several methods have been proposed for the assessment of a child's dental age. [ABSTRACT FROM AUTHOR]

The Protection of Children from Sexual Offences (POCSO) Act (2012) is a progressive legislation enacted in accordance with the child protection policies of India, with a basic premise of gender neutrality and with due consideration to the aspects of child development in complex and difficult judiciary processes. Deposition of the child survivors is a critical part of the POCSO trial processes. It is of paramount importance to consider the developmental and mental health aspects of children and how that would influence their understanding of the judicial processes and mental health consequences during judicial proceedings. Despite the guidelines and support measures for child-friendly court procedures, the courtroom experience can be intimidating for children causing stress and in turn negative mental health impact, and preparation interventions are of immense help in this context. We present two case vignettes where court preparation interventions were used to help children to feel empowered and confident, and minimize the impact of re-traumatization experienced in recounting their abuse experiences and consequently, enabling children to provide accurate testimony in the court. [ABSTRACT FROM AUTHOR]

Early motor skill interventions have been shown to improve the motor skill proficiency of children with autism spectrum disorder; however, little is known about the secondary effects associated with these types of interventions (e.g., influence on behavior, social skills, family dynamics). The purpose of this qualitative study was to (a) investigate parents' perceptions of the child-level benefits associated with a fundamental motor skill intervention for their 4-year-olds with autism spectrum disorder and (b) explore how child-level benefits influenced the family unit. Eight parents (N = 8) were interviewed (semistructured) about their experiences with the intervention for their child(ren); the study was grounded in phenomenology. Five main child-level benefits emerged, including improvements with (a) motor skills, (b) social skills, (c) listening skills, (d) turn-taking skills, and (e) transition skills. The child-level benefits then extended to family members in a number of ways (e.g., more positive sibling interactions). These findings highlight several important secondary effects that should be investigated in future research. [ABSTRACT FROM AUTHOR]

Background: Heterogeneity in adaptive behavior abilities among people with autism spectrum disorder (ASD) is expressed not only as uneven levels of impairment across domains, but also in the developmental trajectories of adaptive skills. We studied the question of whether, after accounting for global adaptive behavior development, we find evidence of heterogeneity in the trajectories of specific domains of adaptive behavior. Methods: A sample of 504 children with ASD was obtained by combining data from two independent natural history studies conducted in North America. We used a factor of curves model to explain growth between 36 and 138 months in Vineland Adaptive Behavior Scales, Second Edition (VABS) age equivalents as a function of domain‐specific and global growth processes. Results: The domain‐specific trajectories in all three domains (Communication, Daily Living Skills, and Socialization) reflected impairment relative to age expectations as well as slower‐than‐expected growth with age, and the parameters of these trajectories were moderately‐to‐strongly correlated across domains. The global adaptive behavior trajectory had an initial (36–41 months of age) developmental level of about 22 age‐equivalent months, and eventually slowed after initially increasing by about 6 months each year. The global trajectory accounted for the majority of variance in the domain‐level processes; however, additional variance remained (14%–38%) in the domain‐level intercepts, slopes, and quadratic processes. Conclusions: These results extend existing theoretical and empirical support for the hierarchical structure of adaptive behavior to include its development over time in clinical samples of children with ASD. A latent global trajectory may be sufficient to describe the growth of adaptive behavior in children with ASD; however, the remaining domain‐specific variability after accounting for global adaptive behavior development allows for the possibility that differential effects of intervention on specific domains may be possible and detectable. [ABSTRACT FROM AUTHOR]

This article provides an introduction and overview of the current special section devoted to developmental perspectives on trauma exposure and posttraumatic stress reactions. Although there have been many revisions to the posttraumatic stress disorder (PTSD) diagnosis in the four decades that have ensued since its inclusion in our diagnostic systems, and many decades of empirical and clinical work investigating the differential effects of traumatic stress on children and adolescents, a truly developmental perspective is still lacking in the diagnosis. In a call to address this gap, this article outlines principles of developmental psychopathology as applied to the phenomenology of trauma and points to potential developmental transformations in the expression of posttraumatic stress across developmental epochs. The introduction then goes on to describe the valuable contributions to the literature represented by the six teams of contributing authors to this present special section, in which they discuss stability and change in posttraumatic symptom expression across development, the current state of validation research on the proposed diagnosis of Developmental Trauma Disorder, complex symptom arrays in children who have been complexly traumatized, distinctions between Complex PTSD and emerging personality pathology, developmental perspectives on prolonged grief, and developmental considerations for understanding the intersection between trauma and moral injury. It is hoped that this collection of articles will serve to stimulate new research and inform effective interventions for young persons affected by traumatic stress. [ABSTRACT FROM AUTHOR]

Early childhood (ECC) is the main period of cognitive development, physical and mental health in children. The well-being of future generations depends on early childhood development and care. Poverty, malnutrition, violence, gender inequality, environmental pollution and caregiver mental health problems threaten the development of young children and prevent them from being physically and mentally healthy, being happy, having positive relationships and being productive adults. Nurturing Care (NC) is a policy framework proposed by the World Health Organization (WHO), UNICEF and other stakeholders, aimed at achieving national and global goals to help children survive and thrive, in order to transform health and human potential. Its components are health, adequate nutrition, responsive care, early learning opportunities and safety. NC aims to provide family-centered, holistic services to each child, especially in the first three years of life, starting from pregnancy. The aim of this review is to increase the awareness of NC in Turkey and to share studies from other countries. [ABSTRACT FROM AUTHOR]

COVID-19 transformed the family media environment and spurred research on the effects of screen media exposure and use on young children. This update of a 2017 CPS statement re-examines the potential benefits and risks of screen media in children younger than 5 years, with focus on developmental, psychosocial, and physical health. Four evidence-based principles—minimizing, mitigating, mindfully using, and modelling healthy use of screens—continue to guide children's early experience with a rapidly changing media landscape. Knowing how young children learn and develop informs best practice for health care providers and early years professionals (e.g. early childhood educators, child care providers). Anticipatory guidance should now include child and family screen use in (and beyond) pandemic conditions. [ABSTRACT FROM AUTHOR]

This article explores how human development is constrained by collective and personal meaning-making processes. The empirical work of the study is grounded in interviews with children and educational staff at a Danish youth club and concerns children's selection, personalization, and (re)construction of various "TikTok-trends" through the digital media, TikTok. With empirical examples from both the children and the educational staff, the analytical work is anchored in James Mark Baldwin's theoretical conceptualization of persistent imitation. It will be argued that children's persistent imitation is guided by and may diverge from historical and cultural meanings with a twofold attention to the "TikTok-community" and the educational staff. Here, the notion of "inappropriate" imitation, or development, will be unfolded as a resistant meaning construction in the tension field between what is being promoted by the collective and what is imitated by the child. Following this, it will be argued that the social guidance creates developmental ruptures and stability during ontogeny. [ABSTRACT FROM AUTHOR]

Socioeconomic status (SES) has been shown to affect children in their ability to regulate emotions. Factors related to SES such as parenting behavior and chaotic living environment is linked to decreased emotion regulation (ER) in children. This review explores the role of SES in the development of ER in children. Two online databases were searched and returned 261 articles. After the process of screening and eligibility according to PRISMA guidelines, 10 articles were included in this review. Results from this systematic review suggest that there is a significant relationship between SES and ER and a correlational, predictive and longitudinal relationship between SES and ER in children was found. Three main themes were found associated with SES and ER in children which were family income, parental and environmental factor. SES is an essential factor associated with the development of ER in children. Findings from the study supports the importance of targeted social-emotional intervention for lower SES children. [ABSTRACT FROM AUTHOR]

The study aims to describe the developmental profile of children and young adults with Alexander disease [AxD] infantile form, analyzing their clinical features, adaptive behavior and neuropsychological skills. Participants were eight children or young adults (Mean age = 11 years; SD = 6.86; range = 5–23) and their parents. A multi-method approach was adopted to assess participant competencies: (1) an online parent survey, (2) a semi-structured interview with parents, and (3) a direct assessment of the participant's neuropsychological skills. Only four parents and their children completed all measures, and a common developmental profile could not be identified. The participants experienced substantial impairment in gross-motor skills, memory and narrative macrostructure. Most parents reported a regressive trend in at least one area. The high individual variability and the regressive trend highlight the need for an accurate and periodic assessment of each individual's developmental profile. [ABSTRACT FROM AUTHOR]

Background: Legacy building is a developmentally grounded, trauma‐informed and family‐centred psychosocial intervention designed to bolster patient and family resilience through collaborative activities and meaning making. However, little is known about the effects of these interventions, partially because of a lack of clarity regarding how children of different developmental levels understand the concept of legacy. Therefore, this study explored the ways in which hospitalized children defined the concept of legacy. Methods: Semi‐structured interviews were conducted with 45 hospitalized children (ages 6 to 18 years) on the acute and critical care units of an academic children's medical centre. Interviews were audio‐recorded and transcribed verbatim; transcripts were independently coded by at least two members of the research team using an inductive, line‐by‐line approach; and codes were categorized and assembled into four overarching themes, resulting in a developmental typology of the concept of legacy. Results: Participants described legacy as (1) concepts, actions or feelings motivated by the future; (2) represented through both tangible and intangible means; (3) informed by personal, educational, experiential and ideological sources; and (4) experienced as good, bad or neutral. Conclusions: The findings of this study demonstrate that hospitalized children are aware of and can articulate an emerging concept of legacy – one that mirrors the progression of cognitive complexity shaped by their unique personal life and healthcare experiences. The developmental typology presented in this study can be a useful starting point for clinicians as they present and facilitate legacy building interventions throughout a child's hospital stay. [ABSTRACT FROM AUTHOR]

Parental anxiety has been associated with increased risk of emotional and behavioural problems for offspring, yet the differing impact of each parent is unclear. As emotional disorders continue to present a significant challenge to the health system and with the role of mothers and fathers changing over the past two decades, we sought to systematically review the available literature for an association between parental anxiety and offspring suboptimal outcomes. A systematic review was conducted using the following databases: Ovid MEDLINE, Embase; PsycINFO and Google Scholar. Reference lists of the included papers were also searched. Data was analysed and grouped based on offspring age. Eighteen studies were included in this review. Results suggest that both parents' mental health can impact negatively on the functioning of offspring, during infancy, childhood, and adolescence. This association is weak in infancy, with equivocal results, however the association in childhood appears robust for both mothers and fathers. In adolescence, the findings suggest that maternal anxiety may be more influential than paternal anxiety. As the methodology of the included studies was heterogenous, and the timing of assessment varied across the papers, drawing concrete conclusions from the existing research is somewhat impaired. Both mothers' and fathers' anxiety have the propensity to negatively impact on their child's development. Implementing preventative interventions, which include both parents, as well as systemic interventions, which include the whole family, are essential in stemming the intergenerational transmission of mental health problems within families. • Parental anxiety is associated with increased risk of negative offspring outcomes. • This association exists when anxiety is present in either mothers or fathers. • Strongest association in childhood but evidence exists in infancy and adolescence [ABSTRACT FROM AUTHOR]

To describe hand use development in children with unilateral cerebral palsy who did/did not participate in constraint-induced movement therapy (CIMT) before 7 years of age. The study included 334 participants (18 months–12 years) who were assessed with 1,565 Assisting Hand Assessments (AHAs) and categorized into no intensive training (NIT), CIMT (18 months–7 years), and Baby-CIMT (<18 months) groups. AHA performance at 18 months (AHA-18) was positively associated with development regardless of training. The CIMT group had lower AHA-18 performance than the NIT group (p =.028), but higher stable limit (p =.076). The age when 90% of development was reached was highest in the CIMT group (p =.014). Although non-significant, the Baby-CIMT group had higher mean curve than NIT and CIMT combined (AHA-18 p =.459, limit p =.477). The CIMT group improved more over time than the NIT group. Intensive training extended the window of development, and Baby-CIMT might promote early development. [ABSTRACT FROM AUTHOR]