Sentences with phrase «developmental outcomes which»
These structural differences, including lower gray matter volume, may have implications for developmental outcomes which emerge in the preschool and early childhood period.
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Many months may elapse between the time a problem or concern first emerges and when a child is enrolled in appropriate services, which can make a difference in the child's developmental outcome.
«We found small but meaningful differences in developmental outcomes between late preterm infants and full term groups, which if applied to larger populations, may have potentially significant long term public health implications,» says lead author Prachi Shah, M.D., a developmental and behavioral pediatrician at U-M's C.S. Mott Children's Hospital.
By facilitating their involvement in parenting programs, these families will have the opportunity to change some of their parenting behaviours and beliefs, which may ultimately buffer children who are at risk of poor developmental outcomes because of genetic vulnerability, low birth weight, low socio - economic status, or cumulative environmental risks, among others.
Dr. Lester and his colleague, James F. Padbury, MD, pediatrician - in - chief and chief of Neonatal / Perinatal Medicine at Women & Infants Hospital and the William and Mary Oh - William and Elsa Zopfi Professor of Pediatrics for Perinatal Research at the Alpert Medical School, published research in September 2014 in Pediatrics, which found that a single - family room NICU environment provides for appropriate levels of maternal involvement, developmental support, and staff involvement, which are essential to provide the kind of care that can optimize the medical and neurodevelopmental outcome of the preterm infant and lead to the development of preventive interventions to reduce later impairment.
Dr. Lester and his colleague, James F. Padbury, MD, pediatrician - in - chief and chief of Neonatal / Perinatal Medicine at Women & Infants Hospital and the William and Mary Oh — William and Elsa Zopfi Professor of Pediatrics for Perinatal Research at the Alpert Medical School, published research in September 2014 in Pediatrics, which found that a single - family room NICU environment provides for appropriate levels of maternal involvement, developmental support, and staff involvement, which are essential to provide the kind of care that can optimize the medical and neurodevelopmental outcome of the preterm infant and lead to the development of preventive interventions to reduce later impairment.
Celina Marie Benavides Human Development and Psychology Current city: Claremont, California Current job: Director of nonprofit, Project Vistas — Family Child Care Higher Education Academy, which provides family child care providers in Los Angeles County access to higher education and professional development training; doctoral student in Positive Developmental Psychology at Claremont Graduate University Career highlights: At Project Vistas, assisting a marginalized, nontraditional student group, while overseeing budget, managing program operations, coordinating staff, and fulfilling targeted outcomes; Basic Research Scientist of the Year award by the AS&F Foundation and Claremont Graduate University
Other notable programs: BabyNet, which provides support for infants under 3 years of age who have developmental delays; Autism Spectrum Disorder Services to provide treatment for people with ASD; the South Carolina Birth Outcomes Initiative.
Summary: (To include comparison groups, outcomes, measures, notable limitations) Children and foster parents were randomly assigned to receive the Attachment and Biobehavioral Catch - up (ABC) intervention or to a comparison group which received the Developmental Education for Families (DEF) program which focuses on cognitive and language development.
Summary: (To include comparison groups, outcomes, measures, notable limitations) Children and foster parents were randomly assigned to receive with the Attachment and Biobehavioral Catch - up (ABC) intervention or to a comparison group which received the Developmental Education for Families (DEF) program which focuses on cognitive and language development.
Alongside this research, there is intervention, epidemiological, sociological and qualitative evidence all suggesting that local environments are important in supporting the family capacity necessary to raise children in ways that promote good developmental outcomes.6, 7 The neighbourhoods or communities in which people live appears to impact health and well - being.8 While «neighbourhood» is often used in other studies, in the Australian context «neighbourhood» and «community» are often used interchangeably (these terms are further defined on page 9).7 The research into neighbourhood effects on children was originally motivated by the observation that disadvantage seemed geographically concentrated and intergenerational.
Bright Futures, the AAP health promotion initiative, provides resources for pediatricians to detect both ACEs and adverse developmental outcomes.36 Programs like Reach Out and Read, in which pediatricians distribute books and model reading, simultaneously promote emergent literacy and parent — child relationships through shared reading.37, 38 However, ACEs can not be addressed in isolation and require collaborative efforts with partners in the education, home visitation, and other social service sectors in synergistic efforts to strengthen families.29 In this way, programs like Help Me Grow39 that create streamlined access to early childhood services for at - risk children can play a critical role in building an integrated system that connects families to needed resources to enhance the development of vulnerable children.
Contextual factors, notably the family environment and wider community, are also important because they may moderate the developmental effects of child maltreatment, thereby accounting for some of the heterogeneity in the outcomes associated with abuse and neglect (Zielinski and Bradshaw, 2006; Berry, 2007); the extent to which children who get hit experience impaired health or development depends on its frequency and whether it occurs in a low - warmth / high - criticism environment (DoH, 1995).
The most widely used typology is that originally developed by Baumrind, 9 in which parenting is categorized into 4 main styles, each associated with a different pattern of developmental outcomes.
The primary objective of our review is to systematically review and meta - analyse evidence to determine if parent skills training programmes for parents who have a child with a developmental disorder produce greater benefits than no treatment or standard care on child functioning and on parental or family functioning, as measured across multiple domains, and to use meta - analytic techniques to determine which programme components are most reliably associated with the most successful outcomes of parent skills training programmes.
This reduction in the ORs reflects the degree to which the social, demographic, concurrent, and developmental life - course risks mediate the connection between family type and children's health outcomes.
«Children who have a number of severe or sustained risk factors are much more at risk of poor developmental outcomes than those children who might have exposure to one or two risks, which are either short or intermittent,» says Dr Sarah Mares, Consultant Infant, Child and Family Psychiatrist.
I guess children who have a number of risk factors, and particularly if those are either severe or sustained over time, are much more at risk of poor developmental outcomes than those children who might have exposure to one or two risks, which are either short or intermittent, but there's not that sense of cumulative risk.
Resilience The work on resilience is particularly relevant for foster children because it examines the factors that allow some children faced with severe adversities to «overcome the odds» and become successful at a variety of developmental and life - adjustment tasks.29 Several characteristics of children and their environments may compensate for the high - risk situations with which they must contend, leading to more positive outcomes.
Based on a review of the literature on mother - infant musical interaction and emotional communication, Creighton (2011) concluded that, «The reciprocity of [musical] interactions develops mother - infant attachment which is linked with neurological, emotional and social developmental outcomes for young children» (p. 50).
Furthermore, children of teens are at risk of poor developmental outcomes, malnutrition, child neglect and abuse, which can perpetuate a cycle impacting future generations.»
Children are more likely to have trusting relationships with caregivers who are consistent and nurturing, which leads to a number of positive developmental outcomes.7 Moreover, the research suggests that positive and consistent caregiving has the potential to compensate for factors that have a deleterious impact on children, such as poverty and its associated risk factors.8 In other words, children have much better outcomes if their family lives are stable, despite the overwhelming influence of poverty and associated risk factors.
Many of these children experienced trauma prior to foster care entry, which has been documented to have a major impact on children's outcomes across developmental domains.
Controlling for endogenous covariates (including school quality) thus has the net result of denying the possibility that there are multiple pathways by which the neighborhood may influence developmental outcomes among children (22).
In developmental psychology, it works the other way: The theory that parental behaviors have effects on child outcomes is accepted a priori, and someone who dares to question it is required to back up her skepticism with evidence that the null hypothesis is true (which, of course, is impossible to produce).
Robeson's vast body of work includes the NICHD Study of Early Child Care and Youth Development, which sought to determine the relationship between children's early experiences and their developmental outcomes, the Massachusetts Early Care and Education and School Readiness Study and the Ready Educators Quality Improvement Pilot.
Summary: (To include comparison groups, outcomes, measures, notable limitations) Participants who had completed MAPP (now called Trauma Informed PS - MAPP) training were compared with foster parents who had not on the Adolescent / Adult Parenting Inventory (AAPI), which assesses developmental expectations, value on physical punishment, parent - child roles, and empathy towards child's needs.
This working paper from the National Scientific Council on the Developing Child explains why an environment of relationships is crucial for the development of a child's brain architecture, which lays the foundation for later developmental outcomes.
For each outcome, we will build models separately for Aboriginal children and for all children, in which the Aboriginal to non-Aboriginal outcome ratio / difference will represent inequality in developmental outcomes.
The addition of 12 new studies to this review enabled the conduct of meta - analyses of a range of physical (for example, weight, length, head circumference, mid-thigh or leg circumference, salivary cortisol, sleep duration, mean increase in 24 - hour sleep, crying or fussing time, bilirubin), mental (for example, parental stress, infant attachment, parent - infant interaction etc) and developmental (for example, temperament; physical and mental development) outcomes, of which very few achieved statistical significance, or statistical significance was lost at follow - up or following sensitivity analyses.
The theoretical model is based on a dynamic developmental systems approach to problematic family functioning, which points to the importance of developmental systems, including family risk context and key influential social interactional systems, and emphasizes influence that is directly pertinent to the outcome of interest.
A member of the Work, Families, & Children Research Group at WCW, she is particularly focused on the early care and education of young children and ways in which to enhance early care and education policies and practices as well as parenting practices that foster children's developmental outcomes.
Likewise, researchers have deciphered some of the conditions under which youth mentoring is most effective, as well as the types of volunteers, young people and activities that are associated with positive developmental outcomes.
By facilitating their involvement in parenting programs, these families will have the opportunity to change some of their parenting behaviours and beliefs, which may ultimately buffer children who are at risk of poor developmental outcomes because of genetic vulnerability, low birth weight, low socio - economic status, or cumulative environmental risks, among others.
Understanding youth conduct problems requires examination from a developmental perspective, analyzing distinctive pathways across childhood and adolescence, and identifying early predictors which will lead to specific adolescent outcomes.
At the most general level, the framework presented in Figure 1 illustrates how the primary developmental changes of adolescence have an impact on the developmental outcomes of adolescence via the interpersonal contexts in which adolescents develop.
One of the strengths of our study is the long - term assessment of a wide range of developmental outcomes, which allowed us to provide a comprehensive developmental profile of children of PPD mothers at early school age.
Second, our study utilized more robust outcome measures (i.e., group - based trajectory modelling and latent growth models), capturing rich longitudinal information over childhood and adolescence which is important for following markedly different developmental trajectories.
A focus of his research has been toward understanding the public costs associated with behavior disorders, which has included authoring several publications on the potential economic value of effective efforts to improve developmental outcomes in children and youth.
Taken together these results indicate that taking part in a 10 - day developmental voyage — can lead to an elevation in self - esteem, that is maintained over time and which does not facilitate a variety of negative outcomes.
Postpartum depression (PPD) was first considered to be a maternal disorder associated with negative developmental outcomes in children at the social, emotional, and cognitive levels (Lyons - Ruth et al., 2002; Grace et al., 2003; Beebe et al., 2008), including early infant psychofunctional symptoms, such as eating or sleeping difficulties, which can arise as early as 3 months after birth (Righetti - Veltema et al., 2002).