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Children of color are more likely to have poor sleep health than White children, placing them at risk for behavioral problems in the classroom and lower academic performance. Few studies, however, have utilized standardized measures of both classroom behavior and achievement. This study examined whether children's sleep (parent and teacher report) in first grade concurrently related to independent observations of classroom behavior and longitudinally predicted achievement test scores in second grade in a sample of primarily Black (86%) children (n = 572; age = 6.8) living in historically disinvested neighborhoods. Higher teacher-reported child sleepiness was associated with lower adaptive behaviors and higher problem behaviors in the classroom, and predicted lower achievement. Parent-reported bedtime resistance and disordered breathing also predicted lower achievement.

Efforts to bolster the school readiness of Latinx children from low-income homes in the United States have focused on fostering parent engagement in children's education. Measurement of parent engagement in early childhood however, has been critiqued for having too narrow a focus on school-based involvement and missing other aspects of Latinx parent engagement. Using a recently developed culturally sensitive assessment of Latinx parent engagement, we test for associations between dimensions of Latinx parent engagement in learning and indicators of school readiness in a diverse sample of Latinx families (n = 114). We find significant associations between multiple dimensions of Latinx parent engagement and indicators of child school readiness. In addition to promoting parent-teacher connections, efforts to support Latinx school readiness equitably are encouraged to attend to various culturally relevant aspects of Latinx parent engagement in early childhood. In particular, investing in programing that supports parents' well-being and capacity for home-based engagement in learning may be a promising way to support the school readiness of Latinx children living in historically disinvested neighborhoods. [ABSTRACT FROM AUTHOR]

(1) Background: The three factors within the Virchow triad play the leading role in the development of deep vein thrombosis (DVT) during pregnancy. (2) Methods: This research approaches the various risk factors associated with DVT and its most representative complications, pulmonary thromboembolism and cerebral venous thrombosis, in pregnant and postpartum women across a 15-year period (2007–2021). (3) Results: A total of 201 out of 287 patients with DVT had associated risk factors, while 86 did not present with any. Out of the 201 patients with risk factors, 47 developed pulmonary thromboembolism, while 12 experienced cerebral thrombosis. The statistical analysis of risk factors involved in DVT revealed high significance for obesity (OR 3.676; CI 2.484–5.439), gestational diabetes (OR 3.394; CI 2.101–5.483), hypertension (OR 2.325; CI 1.591–3.397), preeclampsia (OR 4.753; CI 2.342–9.645), thrombophilia (OR 12.138; CI 8.973–16.417), and varicose veins (OR 9.678; CI 7.321–12.793); for pulmonary thromboembolism, there was high significance for obesity (OR 7.867; CI 4.297–14.401), hypertension (OR 2.605; CI 1.246–5.446), preeclampsia (OR 7.483; CI 2.346–23.872), thrombophilia (OR 11.035; CI 5.910–20.602), and varicose veins (OR 6.837; CI 3.665–12.757); and for cerebral thromboembolism (CTE), the risk factors identified were obesity (OR 6.755; CI 1.954–23.347), hypertension (OR 1.167; CI 0.155–8.770), preeclampsia (OR 9.655; CI 1.283–72.672), and thrombophilia (OR 33.275; CI 12.884–85.939). (4) Conclusions: Obesity was the only significant factor found to influence DVT, pulmonary embolism and CTE risks, and hereditary thrombophilia was the main factor influencing the risk for pulmonary thromboembolism and CTE. Systemic lupus erythematosus and gestational diabetes revealed conflicting results that require further investigation. [ABSTRACT FROM AUTHOR]

This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; M[subscript age] = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social-emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies.

Cortisol output in response to emotion induction procedures was examined at child age 24 months in a prospective longitudinal sample of 1,292 children and families in predominantly low-income and nonurban communities in two regions of high poverty in the United States. Multilevel analysis indicated that observed emotional reactivity to a mask presentation but not a toy removal procedure interacted with sensitive parenting to predict cortisol levels in children. For children experiencing high levels of sensitive parenting, cortisol output was high among children exhibiting high emotional reactivity and low among children exhibiting low emotional reactivity. For children experiencing low levels of sensitive parenting, cortisol output was unrelated to emotional reactivity.

Cortisol output in response to emotion induction procedures was examined at child age 24 months in a prospective longitudinal sample of 1,292 children and families in predominantly low-income and nonurban communities in two regions of high poverty in the United States. Multilevel analysis indicated that observed emotional reactivity to a mask presentation but not a toy removal procedure interacted with sensitive parenting to predict cortisol levels in children. For children experiencing high levels of sensitive parenting, cortisol output was high among children exhibiting high emotional reactivity and low among children exhibiting low emotional reactivity. For children experiencing low levels of sensitive parenting, cortisol output was unrelated to emotional reactivity. [Members of the Family Life Project Investigators contributed to the writing of this document. These include: Lynne Vernon-Feagans, Martha Cox, Clancy Blair, Peg Burchinal, Linda Burton, Keith Crnic, Ann Crouter, Patricia Garrett-Peters, Mark Greenberg, Maureen Ittig, Stephanie Lanza, Roger Mills-Koonce, Debra Skinner, Cynthia Stifter, and Michael Willoughby.]

The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of cortisol and alpha amylase obtained from saliva) were measured at child age 48 months and parents and teachers reported on children's effortful control using temperament rating scales at child age approximately 60 months. Math and reading ability, as measured by the Woodcock-Johnson III applied problems and letter-word subtests, respectively, were measured at prekindergarten through the second grade. Effects for self-regulation measures were seen primarily for initial level and to some extent growth in both mathematics and reading, even when controlling for family demographic characteristics that represent relevant selection factors into higher levels of both self regulation and academic achievement. These effects persisted for mathematics but not for reading with the inclusion of child cognitive abilities, vocabulary, and speed of processing measured in prekindergarten, concurrent with the first time point for the academic measures. Results are interpreted as indicating a role for self-regulation in learning ability generally, likely through support for attention and reasoning abilities that are most specific to the assessment of mathematics in this analysis. Implications for instruction and for assessment and the best ways to support the development of early math and reading ability for children at risk for school failure are discussed.

(1) Background: The effects of serum vitamin D levels, the vitamin D receptor (VDR), and phosphohistone H3 (PHH3) in endometriosis were investigated in two cohorts of women with this pathology: those receiving hormonal treatment and those without treatment. (2) Methods: In 60 cases of women with endometriosis (26 with progestin treatment and 34 without), paraffin-embedded endometriosis tissue samples retrieved after surgery were immunohistochemically (IHC) analyzed to determine the expression statuses of VDR and PHH3. In addition, serum levels of 25(OH) vitamin D were assessed for each patient. (3) Results: The serum 25(OH) vitamin D evaluations revealed higher levels of 25(OH) vitamin D in women with treatment compared with those without. The positive IHC indexes of VDR and PHH3 in these two groups were compared. Vitamin D receptor levels were positively correlated with PHH3 levels, both being increased in patients without treatment. (4) Conclusions: Serum 25(OH) vitamin D levels and IHC analysis of VDR and PHH3 can be used as additional tools for risk stratification and prognostic assessment in patients with endometriosis. [ABSTRACT FROM AUTHOR]

Intervention studies indicate that children's childcare experiences can be leveraged to support the development of executive functioning (EF). The role of more normative childcare experiences is less clear. Increasingly, theory and empirical work suggest that individual differences in children's physiological stress systems may be associated with meaningful differences in the way they experience these early environments. Using data from a large population-based sample of predominantly low-income rural families, we tested the degree to which children's childcare experiences--quantity, quality, and type--in the first 3 years of life predicted emerging EF. Moreover, we examined whether these effects varied as a function of children's basal cortisol levels in infancy and toddlerhood--an indicator of hypothalamic pituitary adrenal (HPA) axis stress physiology. Our results showed that higher quality care predicted more effective EF at 48 months, irrespective of quantity or type. This relation did not vary as a function of children's early cortisol levels. Attending greater hours of care per week was also related to EF; however--consistent with theory--the positive association between spending more time in childcare and more positive EF extended only to children with low levels of basal cortisol at 7 or 24 months of age. Attending center-based care was unassociated with EF.

A considerable body of literature suggests that children's child-care experiences may impact adrenocortical functioning in early childhood. Yet emerging findings also suggest that the magnitude and sometimes the direction of child-care effects on development may be markedly different for children from higher risk contexts. Using data from a large population-based sample of families from predominantly low-income backgrounds in rural communities, we tested the degree to which links between children's child-care experiences (at 7-36 months) and their subsequent cortisol levels (at 48 months) were moderated by their level of cumulative environmental risk. Our results provided evidence of a crossover interaction between cumulative risk and child-care quantity. For children from low-risk contexts, greater weekly hours in child care were predictive of higher cortisol levels. In contrast, for children facing several cumulative risk factors, greater hours in child care per week were predictive of lower cortisol levels. These effects were robust after adjusting for several controls, including children's cortisol levels in early infancy. Child-care quality and type were not predictive of children's cortisol levels, and neither mitigated the conditional effect of child-care quantity on cortisol. These findings suggest that links between child care and children's development may differ as a function of children's broader ecologies.

The relation of observed emotional reactivity and regulation in infancy to executive function in early childhood was examined in a prospective longitudinal sample of 1,292 children from predominantly low-income and rural communities. Children participated in a fear eliciting task at ages 7, 15, and 24 months and completed an executive function battery at age 48 months. Results indicated that the relation of child negative emotional reactivity at 15 months of age to executive functioning at 48 months of age was dependent on observed emotion regulation. High levels of executive function ability were observed among children who exhibited high levels of emotional reactivity and high levels of the regulation of this reactivity. In contrast, low levels of executive function ability were observed among children who exhibited high levels of reactivity but low levels of regulation. Among children exhibiting low levels of emotional reactivity, emotion regulation was unrelated to executive functioning. Moreover, emotionally reactive infants exhibiting high levels of emotion regulation were more likely to have primary caregivers who exhibited high levels of positive parenting behavior in a parent-child interaction task. Results provide support for a neurobiologically informed developmental model in which the regulation of emotional arousal is one mechanism whereby supportive environments are associated with higher levels of self-regulation ability for highly reactive infants. Findings are discussed with implications for differential susceptibility and biological sensitivity theories of child by context interaction. (Contains 3 tables and 1 figure.)

Objectives: HIV (Human Immunodeficiency Virus) that ultimately determines the development of AIDS evolved in time in a pandemic disease. Our study evaluated first trimester markers for aneuploidy, serum progesterone levels in first and second trimester in HIV positive pregnant women under HAART therapy. Material and methods: It was a prospective study that took place between January 2017- December 2019 in "Cuza-Vodă" Hospital from Romania. We analysed first trimester PAPP-A, βHCG, first and second trimester progesterone of 25 HIV positive pregnant women under HAART therapy and compared them with seronegative pregnant women. Results: Both βHCG and first and second trimester progesterone were lower in HIV positive women under HAART therapy. These alterations of first trimester markers for aneuploidy might lead to an over estimation of the risk for Down syndrome. Conclusions: Obstetricians need to know the alterations of first trimester markers for aneuploidy so they can correctly advise these women accordingly. [ABSTRACT FROM AUTHOR]