Social and Behavioral Sciences Commons^™

Brain-Age Prediction: Systematic Evaluation Of Site Effects, And Sample Age Range And Size, Yuetong Yu, Hao-Qi Cui, Shalaila S Haas, Faye New, Nicole Sanford, Kevin Yu, Denghuang Zhan, Guoyuan Yang, Jia-Hong Gao, Dongtao Wei, Jiang Qiu, Nerisa Banaj, Dorret I Boomsma, Alan Breier, Henry Brodaty, Randy L Buckner, Jan K Buitelaar, Dara M Cannon, Xavier Caseras, Vincent P Clark, Patricia J Conrod, Fabrice Crivello, Eveline A Crone, Udo Dannlowski, Christopher G Davey, Lieuwe De Haan, Greig I De Zubicaray, Annabella Di Giorgio, Lukas Fisch, Simon E Fisher, Barbara Franke, David C Glahn, Dominik Grotegerd, Oliver Gruber, Raquel E Gur, Ruben C Gur, Tim Hahn, Ben J Harrison, Sean Hatton, Ian B Hickie, Hilleke E Hulshoff Pol, Alec J Jamieson, Terry L Jernigan, Jiyang Jiang, Andrew J Kalnin, Sim Kang, Nicole A Kochan, Anna Kraus, Jim Lagopoulos, Luisa Lazaro, Brenna C Mcdonald, Colm Mcdonald, Katie L Mcmahon, Benson Mwangi, Fabrizio Piras, Raul Rodriguez-Cruces, Jessica Royer, Perminder S Sachdev, Theodore D Satterthwaite, Andrew J Saykin, Gunter Schumann, Pierluigi Sevaggi, Jordan W Smoller, Jair C Soares, Gianfranco Spalletta, Christian K Tamnes, Julian N Trollor, Dennis Van't Ent, Daniela Vecchio, Henrik Walter, Yang Wang, Bernd Weber, Wei Wen, Lara M Wierenga, Steven C R Williams, Mon-Ju Wu, Giovana B Zunta-Soares, Boris Bernhardt, Paul Thompson, Sophia Frangou, Ruiyang Ge

Student and Faculty Publications

Structural neuroimaging data have been used to compute an estimate of the biological age of the brain (brain‐age) which has been associated with other biologically and behaviorally meaningful measures of brain development and aging. The ongoing research interest in brain‐age has highlighted the need for robust and publicly available brain‐age models pre‐trained on data from large samples of healthy individuals. To address this need we have previously released a developmental brain‐age model. Here we expand this work to develop, empirically validate, and disseminate a pre‐trained brain‐age model to cover most of the human lifespan. To achieve this, we selected the …

Brain-Age Prediction: Systematic Evaluation Of Site Effects, And Sample Age Range And Size, Yuetong Yu, Hao-Qi Cui, Shalaila S Haas, Faye New, Nicole Sanford, Kevin Yu, Denghuang Zhan, Guoyuan Yang, Jia-Hong Gao, Dongtao Wei, Jiang Qiu, Nerisa Banaj, Dorret I Boomsma, Alan Breier, Henry Brodaty, Randy L Buckner, Jan K Buitelaar, Dara M Cannon, Xavier Caseras, Vincent P Clark, Patricia J Conrod, Fabrice Crivello, Eveline A Crone, Udo Dannlowski, Christopher G Davey, Lieuwe De Haan, Greig I De Zubicaray, Annabella Di Giorgio, Lukas Fisch, Simon E Fisher, Barbara Franke, David C Glahn, Dominik Grotegerd, Oliver Gruber, Raquel E Gur, Ruben C Gur, Tim Hahn, Ben J Harrison, Sean Hatton, Ian B Hickie, Hilleke E Hulshoff Pol, Alec J Jamieson, Terry L Jernigan, Jiyang Jiang, Andrew J Kalnin, Sim Kang, Nicole A Kochan, Anna Kraus, Jim Lagopoulos, Luisa Lazaro, Brenna C Mcdonald, Colm Mcdonald, Katie L Mcmahon, Benson Mwangi, Fabrizio Piras, Raul Rodriguez-Cruces, Jessica Royer, Perminder S Sachdev, Theodore D Satterthwaite, Andrew J Saykin, Gunter Schumann, Pierluigi Sevaggi, Jordan W Smoller, Jair C Soares, Gianfranco Spalletta, Christian K Tamnes, Julian N Trollor, Dennis Van't Ent, Daniela Vecchio, Henrik Walter, Yang Wang, Bernd Weber, Wei Wen, Lara M Wierenga, Steven C R Williams, Mon-Ju Wu, Giovana B Zunta-Soares, Boris Bernhardt, Paul Thompson, Sophia Frangou, Ruiyang Ge, Enigma‐Lifespan Working Group

Student and Faculty Publications

Structural neuroimaging data have been used to compute an estimate of the biological age of the brain (brain‐age) which has been associated with other biologically and behaviorally meaningful measures of brain development and aging. The ongoing research interest in brain‐age has highlighted the need for robust and publicly available brain‐age models pre‐trained on data from large samples of healthy individuals. To address this need we have previously released a developmental brain‐age model. Here we expand this work to develop, empirically validate, and disseminate a pre‐trained brain‐age model to cover most of the human lifespan. To achieve this, we selected the …

Charting Early Trajectories Of Executive Control With The Shape School, Caron A. C. Clark, Tiffany D. Sheffield, Nicolas Chevalier, Jennifer Mize Nelson, Sandra A. Wiebe, Kimberly Andrews Espy

Department of Psychology: Faculty Publications

Despite acknowledgement of the importance of executive control for learning and behavior, there is a dearth of research charting its developmental trajectory as it unfolds against the background of children’s sociofamilial milieus. Using a prospective, cohort-sequential design, this study describes growth trajectories for inhibitory control and cognitive flexibility across the preschool period in relation to child sex and sociofamilial resources. At ages 3, 3.75, 4.5, and 5.25 years, children (N = 388) from a broad range of social backgrounds were assessed using the Shape School, a graduated measure of executive control incorporating baseline, inhibitory control, and cognitive flexibility conditions. …

Cortisol And Executive Functioning For Young Children Attending Head Start Preschool, Zachary Weaver

West Chester University Doctoral Projects

Poverty circumstances impact the hypothalamic-pituitary-adrenal or HPA axis. Early childhood dysfunction in the HPA axis, marked by irregularities in cortisol, poses risk for the development of key executive functioning (EF) abilities. No studies have investigated the relation between cortisol and performance-based measures of EF in settings such as Head Start preschool that aim to promote positive outcomes for children facing economic hardship. This pilot study examined EF and cortisol for 50 children ages 3 to 5 years, who attended a Head Start preschool. This study was disrupted by the COVID-19 pandemic, which led to a sample size less than half …

Pancreatic Replacement Therapy For Maladaptive Behaviors In Preschool Children With Autism Spectrum Disorder, Deborah A Pearson, Robert L Hendren, Matthew F Heil, William R Mcintyre, Shane R Raines

Student and Faculty Publications

IMPORTANCE: There is an urgent unmet need for a treatment addressing the core symptoms and associated maladaptive symptoms of autism spectrum disorder (ASD), especially in preschool populations.

OBJECTIVES: To evaluate whether treatment of children with ASD aged 3 to 6 years treated with high-protease pancreatic therapy produces long- and short-term improvements in autism-associated maladaptive behaviors.

DESIGN, SETTING, AND PARTICIPANTS: This cohort study at 32 sites across the US used a double-blind parallel group, delayed-start design comprising a 2-week blinded placebo run-in, and a double-blind, randomized, placebo-controlled segment (12 weeks). Children were recruited into the study in 2015, with data collection …

Comparing Effects Of Praise Rates On Classroom Behavior, Brittany Pigg

Master's Theses

High-quality academic instruction, and, in turn, student success, are correlated with effective classroom management (Gage, Scott, Hirn, & MacSuga-Gage, 2018; Johnson, 1997; Stronge, Ward, & Grant, 2011; Wang, Haertel, & Walberg, 1993). Students are spending up to 50% of their instructional time engaged in non-instructional activities such as classroom procedures, transitions, and discipline (Codding & Smyth, 2008). However, academic activities should account for at least 70% of classroom time (Little & Akin-Little, 2008). Praise, a simple classroom behavior management procedure, includes statements commending behavior and is intended to increase the future probability of the behavior that warranted praise. Behavior-specific praise …

Promoting Equal Interactions In Early Childhood Settings, Daphne Snyder

Dissertations

In the United States, Black, Indigenous, and People of Color (BIPOC) students are more likely to face disciplinary action (e.g., exclusion, suspension, and expulsion from the classroom) for engaging in the same challenging behaviors as their white peers (Badger et al., 2018; Little & Tolbert, 2018; Noguera, 2003). Due to the discrepancy in disciplinary practices, students are at risk of continued negative interactions with their teachers (Decker et al., 2007; Wymer et al., 2020). One way to improve teacher interactions toward BIPOC students is through equity-focused performance feedback regarding praise and reprimand rates (Knochel et al., 2022). The purpose of …

Examining The Influence Of Training On An Event-Based Prospective Memory Task In 3-Year-Olds, Emeri Rose Nosal

Honors Theses

Given the significance of prospective memory (PM) throughout an individual’s lifespan, PM has gained great momentum as a topic of research. Surprisingly, less studies have examined PM in children than adults despite the fact that cognitive abilities are developing during this time. Performance in event-based PM tasks has been shown to be poor in preschoolers and particularly weak in 3-year-olds. Previous studies of event-based PM tasks have included manipulations such as cues and incentives to aid in performance. In this study, I examined another potential manipulation to aid in PM performance not previously examined in literature: training. To assess whether …

Calm Sr: Classroom Activities For Learning And Managing Self-Regulation, Corina Arroyo, Angela Labrie Blackwell, Mallorie Garcia

Spring 2023 Virtual OTD Capstone Symposium

CALM SR is a program developed for 3-4-year-olds to increase successful participation in desired occupations due to improved self-regulation skills. This program is designed for implementation in a preschool setting over the course of 9 weeks. This program incorporates activities that target sill acquisition across multiple domains. Activities are supplemented by literature, visual displays, modeling, and facilitation of the self-regulation process.

Early Childhood Teachers’ Emergent Literacy Data Practices, Rachel E. Schachter, Gloria Yeomans-Maldonado, Shayne B. Piasta

Department of Child, Youth, and Family Studies: Faculty Publications

Despite a growing focus on access to and use of emergent literacy assessment in early childhood, little is known about early childhood teachers’ data practices and their associations with children’s emergent literacy skills. A questionnaire was used to confirm and elaborate findings from prior qualitative work (Schachter & Piasta, 2022) investigating U.S. teachers’ emergent literacy data practices. We focused on how teachers gathered data (data gathering), what they learned from those data (data knowledge), and how they used those data in their practice (data use) along with associations between the practices and children’s emergent literacy skills. Overall, teachers reported engaging …

Defining Business As Usual In Preschool Interventions For Challenging Behavior, Eleanor Bold

Electronic Theses and Dissertations

Challenging behavior (CB) is a major barrier to service delivery in preschool classrooms. Persistent CB has been found to significantly impact children’s academic and social success long-term, especially amongst children from historically minoritized populations and those with disabilities. Numerous evidence-based intervention strategies exist to prevent and reduce CB, yet preschool teachers continue to voice a desire to increase their capacity to do so in the classroom due to high rates of CB continuing to be observed. This dissertation seeks to address this research to practice gap by ascertaining the current baseline intervention practices utilized to manage CB in preschool classrooms …

Gender And Theory Of Mind: The Complex Relationships Between The Depiction Of Emotion In Preschool Age Children And Moderating Variables, Anna Delaney Skamser

Senior Projects Spring 2023

As children grow, their artistic depictions of emotions become more accurate; however, these depictions become more influenced by gender roles and social expectations. Research shows that though gender does not influence the ability to depict emotion, it does have an effect on the style used to artistically depict emotion (Vendeville et al., 2018). A majority of the research on this topic is done on grade school children, because of both physical and cognitive development that occurs between the ages of five and ten. The goal of this study is to see if these results can generalize to a younger population …

Family-Level Antecedents Of Children's Patterns Of Reactivity To Interparental Conflict: Testing The Reformulation Of Emotional Security Theory, Patrick T Davies, Joanna K Pearson, Vanessa T Cao, Melissa L Sturge-Apple

Student and Faculty Publications

Guided by emotional security theory, this study examined the family-level antecedents of children's reaction patterns to interparental conflict in a sample of 243 preschool children (M age = 4.60 years; 48% Black; 16% Latinx; 56% girls) and their parents in the Northeastern United States. Behavioral observations of children's responses to interparental conflict over two annual measurement occasions assessed their tendencies to exhibit four patterns of defending against threat: secure (i.e., efficiently address direct threats), mobilizing (i.e., high reactivity to potential threat and social opportunities), dominant (i.e., directly defeat threat), and demobilizing (i.e., reduce salience as a target of hostility). …

Preschool Executive Control, Temperament, And Adolescent Dietary Behaviors, Katherine M. Kidwell, Tiffany D. James, Rebecca L. Brock, Amy L. Yaroch, Jennie L. Hill, Jennifer Mize Nelson, W. Alex Mason, Kimberly Andrews Espy, Timothy D. Nelson

Department of Psychology: Faculty Publications

Background Child temperament styles characterized by increased emotionality or pleasure seeking may increase risk for less healthful eating patterns, while strong executive control (EC) may be protective. The interaction of these characteristics with longitudinal outcomes has not yet been examined.

Purpose The aim of this study was to examine the association of preschool temperament and EC, as well as their interaction with adolescent eating.

Methods Preschoolers (N = 313) were recruited into a longitudinal study, with behavioral measurement of EC at age 5.25 years, temperament assessed multiple times across preschool, and eating outcomes assessed in adolescence (mean age = …

Virtual Teaching Together: Engaging Parents And Young Children In Stem Activities, Tricia A Zucker, Michael P Mesa, Michael A Assel, Cheryl Mccallum, Dana Demaster

Student and Faculty Publications

INTRODUCTION: Early informal learning experiences are essential for sparking long-term interest in science, technology, engineering, and math (STEM). In a prior study, we found more promising parent involvement outcomes when families of young children were provided with STEM family education events along with home STEM activity kits compared to providing workshops alone. This study was a conceptual replication using the same program-

METHODS: Museum informal science educators introduced four units via virtual video chat sessions linked to 12 hands-on STEM activities that were mailed to families randomly assigned to the treatment group. Half of the families were assigned to a …

Context-Specific Conceptualizations Of Death In Early Childhood, Spencer Hart Winter

Capstone Projects and Master's Theses

Despite cultural myths and social taboos, young children are capable of understanding death and death concepts. Previous research has demonstrated that children have a varied and complex understanding of death that is influenced by their age, family culture, and previous experience. This study aims to differentiate children’s death concept depending on context, including children’s magical thinking, namely the difference between the deaths of a human, an animal, and an electronic toy. Using a modified version of the Death Concept Questionnaire, preschool-aged (3 to 5 years old) children (n=7) were presented with short video clips of a human, a dog, and …

The Developmental Importance Of Napping In Preschool Children, Adam T. Newton

Electronic Thesis and Dissertation Repository

Most children cease napping between 2- and 5-years-old. Little is known about the predictors or outcomes related to this cessation, or the interrelation of different components of nap behavior. Four empirical studies were conducted to investigate the developmental importance of napping among preschool children.

Studies 1 and 2 used a large, longitudinal sample of Canadian children to investigate the predictors (Study 1) and outcomes (Study 2) related to early nap cessation. Early nap cessation was defined as stopping daytime sleep before three years old. In Study 1, parents reported on their own, child, and family functioning at two timepoints (0-1 …

Does Attention-Deficit/Hyperactivity Disorder Increase The Risk Of Minor Blunt Head Trauma In Children?, Murat Pakyurek, Mohamed Badawy, Irma T Ugalde, Paul Ishimine, Pradip P Chaudhari, Kevan Mccarten-Gibbs, Ozra Nobari, Nathan Kuppermann, James F Holmes

Student and Faculty Publications

PROBLEM: It is unclear if attention-deficit hyperactivity disorder (ADHD) increases the risk of head trauma in children.

METHODS: We conducted a multicenter prospective observational study of children with minor blunt head trauma. Guardians were queried, and medical records were reviewed as to whether the patient had previously been diagnosed with ADHD. Enrolled patients were categorized based on their mechanism of injury, with a comparison of those with motor vehicle collision (MVC) versus non-MVC mechanisms.

FINDINGS: A total of 3410 (84%) enrolled children had ADHD status available, and 274 (8.0%; 95% confidence interval, CI: 7.1, 9.0%) had been diagnosed with ADHD. …

Stress Arising From The Covid-19 Pandemic: Impacts On Coparenting Quality And Child Internalizing And Externalizing Problems, Michelle R. Ebrahim

Honors Theses

Since emerging in late 2019, the highly contagious coronavirus disease (COVID-19) has caused worldwide disruptions, with major shutdowns in school, work, and other aspects of life. These stressors uniquely impacted families with young children. The present study investigated the impact of the pandemic on family functioning and risk for child internalizing and externalizing problems during the first year after the pandemic. The study included three waves of data collection from a larger longitudinal study aimed at understanding how couples navigate the prenatal-postpartum transition and the impacts of the family on early child development. We found that family pandemic-related stress was …

Teacher Perception Of A Brief Mindfulness-Based Curriculum And Its Impact On The Development Of Social Skills And Self-Regulation On A Preschool Classroom, Allison Poggendorf

Educational Specialist, 2020-current

Recent studies on mindfulness and its impact on children have found promising results, especially with social-emotional skill development. A majority of the research on mindfulness applied in educational setting tends to focus on elementary and high school students, and there is limited, but growing research that examines the impact of mindfulness among early childhood students. This current study explored the impact of a brief mindfulness-based curriculum on an intact preschool classroom. Specifically, this study examined if preschool teachers perceive mindfulness practices in the classroom to impact their students’ self-regulation skills and social skills and how likely they were to continue …

Programming Maintenance For The Mystery Student Intervention, Sarah Litten

Dissertations

The current study evaluated the effects of the Mystery Student Intervention (MSI) in university and community-based preschool settings on the appropriate and disruptive behaviors in the classroom utilizing a randomized independent group contingency. This study extended the literature base of the MSI, which was previously conducted in Head Start classrooms by Pasqua (2019), and Pasqua and colleagues (2021) which determined the MSI to be effective at reducing disruptive behaviors in the classroom setting. A nonconcurrent multiple baseline design across three classrooms was used. This study also sought to further extend the literature by evaluating programmed maintenance using a partial sequential …

Preschool And The Pandemic: Perspectives On Remote Schooling From Parents And Teachers, Annie Mudick

Child Development Theses

The pandemic affected many different aspects of family life, including children’s education. This thesis will explore the experiences of preschool children ages 3-4 over 2020 and 2021 through interviews with both teachers and parents from the beginning of the pandemic through the current time of spring 2022. The first section addresses how teachers interviewed felt about the use of online education in a preschool setting and examines the different factors that either promoted or hindered student participation and teachers’ feelings about the past two years. The second section considers how parents felt about their and their child’s experience with remote …

The Effect Of Token Economies On Student Behavior In The Preschool Classroom: A Meta-Analysis, Lynda B. Hayes

Dissertations

There has been a recent push in the literature to identify and use more evidence-based practices for positive behavioral supports for challenging student behaviors in the classroom environment. Further, interest in targeting early education environments such as preschool has been growing given the persistence of behavioral difficulties in the absence of early and effective intervention (Campbell & Ewing, 1990; Kazdin, 1987; Powell, Dunlap, Fox, 2006; Stormont, 2002). Two previous meta-analyses (Maggin et al., 2011; Soares et al., 2016) provided some initial support for effectiveness of token economies with challenging student behavior; however, the inclusion of the preschool setting was limited …

Reflective Functioning In Caregivers: Links To Adverse Childhood Experiences And Emotion Socialization Behaviors, Kristen Anne Yule

Dissertations (1934 -)

Caregivers with a childhood history of abuse and neglect are at a greater risk for the intergenerational transmission of maltreatment due to the reenactment of maladaptive caregiving behaviors learned from their caregivers. Some parents, however, are able to make sense of their childhood experiences and break this cycle by establishing secure and supportive relationships with their children. Theory and research suggest that reflective functioning (RF), the ability to understand and interpret one’s own and others’ behavior as an expression of thoughts, feelings, and intentions, offers a framework to understand how early experiences with caregivers play a role in the intergenerational …

Examining Positive Behavioral Supports For Children With Challenging Behaviors Across Culturally And Linguistically Diverse Head Start Settings, Bridget Poznanski

FIU Electronic Theses and Dissertations

Persistent challenging behaviors occur in approximately 30% of children in Head Start, yet only 2% receive services. Children with persistent challenging behaviors in Head Start do not experience the same academic benefit as their peers. Left untreated, behaviors persist and are related to a number of adverse outcomes, which disproportionately impact children from low-income, culturally and linguistically diverse backgrounds. Preschool staff feel unprepared to manage challenging behaviors and experience high levels of stress and burnout, indicating need for workforce enhancement. Though interventions that address challenging behaviors in Head Start exist, these programs lack wide dissemination and rely heavily on coaching, …

Exploring Sensory Based Art Therapy With Preschool Students, Development Of A Method, Elizabeth Ferrara

Expressive Therapies Capstone Theses

This thesis explores the use of sensory-based art therapy interventions with preschoolers with self-regulation difficulties. The mental health intern (MHI) at a preschool program conducted multisensory art therapy interventions with 11 students over eight weeks. Students participated in either social skills small groups or individual therapeutic sessions with the MHI. Students were referred for services due to social, emotional, behavioral, and developmental concerns, specifically how those issues manifested in difficulties with self-regulation. These students exhibited unexpected and persistent periods of dysregulation as evidenced by disruptive and unsafe behaviors in the classroom including aggression towards peers. Students participated in different sensory-art …

The Influence Of A Mindfulness-Based Curriculum On Executive Function In Four-Year-Olds, Victoria Mccann

Honors Theses

Research on the effectiveness of mindfulness as a method for improving a variety of psychological, social, and emotional skills has grown throughout the last decade. Extensive literature reviews show promising results for the improvement of executive function skills utilizing mindfulness-based interventions, though the current literature is primarily focused on adults, adolescents, and older children. Preliminary work has suggested that training executive function skills using mindfulness-based interventions in early childhood would be beneficial, but few studies investigating mindfulness-based interventions for young children exist. The purpose of this study was to examine whether a 12-week mindfulness-based curriculum using yoga had an impact …

Response To Intervention In Early Childhood Education, Kendyl Young Hinson

Masters Theses & Specialist Projects

The purpose of this study was to review literature on Response to Intervention (RTI) at the early childhood level. RTI has become increasingly prevalent within K-12 settings. Less research exists for the expansion within early childhood settings. A systematic review of literature was conducted and all available literature on RTI in early childhood education since 2004 was identified and reviewed. Articles were sorted into three broad categories for review: (a) combined, (b) academics, and (c) social emotional behaviors. The review indicated the different behaviors recommended to be examined within the early childhood setting, types of assessment methods used, and interventions …

Characteristics Related To Parent-Child Literacy And Numeracy Practices In Preschool, Amy R. Napoli, Irem Korucu, Joyce Lin, Sara A. Schmitt, David J. Purpura

Department of Child, Youth, and Family Studies: Faculty Publications

Despite evidence suggesting that home literacy and numeracy environments are related to children’s school readiness skills, little research has examined the child and family characteristics that relate to the home literacy and numeracy environments within the same sample. These factors are important to investigate in order to determine what may foster or prevent parent-child engagement. The primary purpose of this study was to examine the shared and unique parent-reported child and parent variables that are related to the frequency of parent-child literacy and numeracy practices. The 199 preschoolers included in the study ranged in age from 3.00 to 5.17° years …

Understanding Teacher-Child And Peer Interactions During A 12-Week Preschool Art Program, Rebecca Bove

Theses and Dissertations

Children’s social and emotional development is essential for well being (Garner & Estep, 2001). Prior research has examined the impact of teacher-child interactions on children’s school adjustment, but little research has been done to explore how certain behaviors children demonstrate with teachers influence peer interactions (Graves Jr. & Howes, 2011; Rudasill et al., 2013). The goal of the study was to examine whether the proportion of interactions and the positive or negative connotation of the interactions that a child had with teachers had an impact on social-emotional relations with peers. Using archival observational data collected while children participated in a …