TY - JOUR
T1 - Adverse experiences in infancy and toddlerhood
T2 - Relations to adaptive behavior and academic status in middle childhood
AU - McKelvey, Lorraine M.
AU - Edge, Nicola Conners
AU - Mesman, Glenn R.
AU - Whiteside-Mansell, Leanne
AU - Bradley, Robert
N1 - Funding Information:
Findings reported here are based on research conducted as part of the national Early Head Start Research and Evaluation Project funded by the HHS Administration for Children and Families (ACF) under Contract 105-95-1936 to Mathematica Policy Research, Princeton, NJ, and Columbia University’s Center for Children and Families, Teachers College, in conjunction with the Early Head Start Research Consortium. The Consortium consists of representatives from 17 programs participating in the evaluation, 15 local research teams, the evaluation contractors, and ACF. Research institutions in the Consortium include ACF; Catholic University of America; Columbia University; Harvard University; Mathematica Policy Research; Medical University of South Carolina; Michigan State University; New York University; NPC Research; University of Arkansas; University of California at Los Angeles; University of Colorado Health Sciences Center; University of Missouri-Columbia; University of Pittsburgh; University of Washington College of Education; University of Washington School of Nursing; and Utah State University. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, ACF, HHS or the U.S. Government.
Funding Information:
This project was supported, in part, by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under R40MC29441/R40 MCH Secondary Data Analysis Studies.
Publisher Copyright:
© 2018 Elsevier Ltd
PY - 2018/8
Y1 - 2018/8
N2 - Findings from the Adverse Childhood Experiences (ACE) study articulated the negative effects of childhood trauma on long-term well-being. The purpose of the current study is to examine the associations between ACEs experienced in infancy and toddlerhood and adaptive behavior and academic status in middle childhood. We used data collected from a sample of low-income families during the impacts study of Early Head Start (EHS). Data were collected by trained interviewers demonstrating at least 85% reliability with protocols. Data come from 1469 socio-demographically diverse mothers and children collected at or near ages 1, 2, 3, and 11. At ages 1, 2, and 3, an EHS-ACEs index was created based on interview and observation items. The EHS-ACEs indices were averaged to represent exposure across infancy and toddlerhood. At age 11, parents were asked about school outcomes and completed the Child Behavior Checklist. Across development, children were exposed to zero (19%), one (31%), two (27%), and three or more ACEs (23%). Logistic regression analyses, controlling for EHS program assignment, and parent, school, and child characteristics, showed ACEs were significantly associated with parental report of the child: having an individualized educational program since starting school and in the current school year, having been retained a grade in school, and problems with externalizing and internalizing behavior, as well as attention. Findings suggest that ACEs influence children's behavioral and academic outcomes early in development.
AB - Findings from the Adverse Childhood Experiences (ACE) study articulated the negative effects of childhood trauma on long-term well-being. The purpose of the current study is to examine the associations between ACEs experienced in infancy and toddlerhood and adaptive behavior and academic status in middle childhood. We used data collected from a sample of low-income families during the impacts study of Early Head Start (EHS). Data were collected by trained interviewers demonstrating at least 85% reliability with protocols. Data come from 1469 socio-demographically diverse mothers and children collected at or near ages 1, 2, 3, and 11. At ages 1, 2, and 3, an EHS-ACEs index was created based on interview and observation items. The EHS-ACEs indices were averaged to represent exposure across infancy and toddlerhood. At age 11, parents were asked about school outcomes and completed the Child Behavior Checklist. Across development, children were exposed to zero (19%), one (31%), two (27%), and three or more ACEs (23%). Logistic regression analyses, controlling for EHS program assignment, and parent, school, and child characteristics, showed ACEs were significantly associated with parental report of the child: having an individualized educational program since starting school and in the current school year, having been retained a grade in school, and problems with externalizing and internalizing behavior, as well as attention. Findings suggest that ACEs influence children's behavioral and academic outcomes early in development.
KW - Academic status
KW - Adaptive behavior
KW - Adverse childhood experiences
KW - Early childhood
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U2 - 10.1016/j.chiabu.2018.05.026
DO - 10.1016/j.chiabu.2018.05.026
M3 - Article
C2 - 29908436
AN - SCOPUS:85048327782
SN - 0145-2134
VL - 82
SP - 168
EP - 177
JO - Child Abuse and Neglect
JF - Child Abuse and Neglect
ER -