Patterns of anxiety symptoms in toddlers and preschool-age children: Evidence of early differentiation

The degree to which young children’s anxiety symptoms differentiate according to diagnostic groupings is under-studied, especially in children below the age of 4 years. Theoretical (confirmatory factor analysis, CFA) and statistical (exploratory factor analysis, EFA) analytical methods were employed to test the hypothesis that anxiety symptoms among 2–3-year-old children from a non-clinical, representative sample would differentiate in a manner consistent with current diagnostic nosology. Anxiety symptom items were selected from two norm-referenced parent-report scales of child behavior. CFA and EFA results suggested that anxiety symptoms aggregate in a manner consistent with generalized anxiety, obsessive–compulsive symptoms, separation anxiety, and social phobia. Multi-dimensional models achieved good model fit and fit the data significantly better than undifferentiated models. Results from EFA and CFA methods were predominantly consistent and supported the grouping of early childhood anxiety symptoms into differentiated, diagnostic-specific categories

An Ecological Risk Model for Early Childhood Anxiety: The Importance of Early Child Symptoms and Temperament

Childhood anxiety is impairing and associated with later emotional disorders. Studying risk factors for child anxiety may allow earlier identification of at-risk children for prevention efforts. This study applied an ecological risk model to address how early childhood anxiety symptoms, child temperament, maternal anxiety and depression symptoms, violence exposure, and sociodemographic risk factors predict school-aged anxiety symptoms. This longitudinal, prospective study was conducted in a representative birth cohort (n=1109). Structural equation modeling was used to examine hypothesized associations between risk factors measured in toddlerhood/preschool (age=3.0 years) and anxiety symptoms measured in kindergarten (age=6.0 years) and second grade (age= 8.0 years). Early child risk factors (anxiety symptoms and temperament) emerged as the most robust predictor for both parent-and child-reported anxiety outcomes and mediated the effects of maternal and family risk factors. Implications for early intervention and prevention studies are discussed

Lost Toy? Monsters Under the Bed? Contributions of Temperament and Family Factors to Early Internalizing Problems in Boys and Girls

This study was designed to examine the contribution of multiple risk factors to early internalizing problems and to investigate whether family and ecological context moderated the association between child temperament and internalizing outcomes. A sample of 1,202 mothers of 2- and 3-year-old children completed a survey of child social-emotional functioning, family environment, and violence exposure. Child temperament, maternal affective symptoms, and family expressiveness were associated with child anxiety and depression problems. Violence exposure was related only to child anxiety. When maternal affective symptoms were elevated, inhibited girls but not boys were rated as more anxious and youngsters with heightened negative emotionality were rated as more depressed. Family expressiveness moderated the association between inhibited temperament and anxiety symptoms

Associations between social emotional and language domains in toddlerhood - the Steps Study

This research has highlighted a risk for social-emotional and behavioural (SEB) problems in children with developmental language disorder. Associations with delays in social-emotional competencies and language development have been found in both children with language delays and children with language disorders, but findings on the association between SEB problems and language delay in very young children are mixed. The purpose of this study was to explore whether there is an association between social-emotional competencies and SEB problems measured at 18 months and language skills measured at 2 years of age. In addition, background factors often related to language development were controlled statistically. The data were gathered from parents of 591 children with questionnaires in a Finnish cohort study (the STEPS study). Social-emotional competencies and SEB problems were assessed with Brief Infant-Toddler Social and Emotional Assessment (BITSEA) and language skills with MacArthur Communicative Development Inventories (CDI-T). The data were analysed with forced entry multiple linear regression analyses with three language variables (expressive vocabulary, grammar and M3L) as outcome variables and SEB problems, social-emotional competencies and background variables as independent variables. Children with delay in social-emotional competencies in early toddlerhood according to the BITSEA cut-off scores had significantly smaller expressive vocabularies measured half a year later at 24 months of age than children with no delay in social-emotional competencies. SEB problems were not associated with weaker language skills. Child’s sex was the most important background factor contributing to all of the language variables in favour of girls. Findings indicate that a delay in social-emotional competencies in early toddlerhood can be associated with a delay in development of expressive vocabulary in later toddlerhood. Language development of young toddlers with a delay or deficit in social-emotional competencies should be examined as early as possible to support language development when needed.Peer reviewe

Communication skills predict social-emotional competencies

Introduction Studies have shown that many children with early language difficulties also have delays in social-emotional competencies as well as social-emotional and behavioral problems. It is unclear if these conditions are causally related, if they share a common underlying etiology, or if there are bidirectional effects. Studies investigating these associations have mostly involved children who are already using words to communicate, but it is important to know whether delays in preverbal communication and language development have any effects on these associations. The aim of the present study was to examine associations between preverbal communication and early verbal skills in infancy and subsequent social-emotional competencies and ensuing social-emotional and behavioral problems in early toddlerhood. The role of background factors known to influence early language development was also examined. Methods The sample consisted of 395 children (51.6% boys) from the Finnish Steps Study cohort. Language was assessed at age 13 months (+ 1 month) with the MacArthur Communicative Development Inventory for Infants (CDI-I), and the social-emotional domain was assessed at age < 17 months with the Brief Infant–Toddler Social and Emotional Assessment (BITSEA). Results Infants with lower preverbal gestural communication and receptive language skills had a higher risk of delays in social-emotional competencies in toddlerhood than children with better communication skills, but not of elevated social-emotional and behavioral problems. Conclusions The results indicate that lower early communication skills can predict delays in the development of social-emotional competencies, which has been found to be a risk factor for later development of social-emotional and behavioral problems. It is important to monitor early communication skills to provide guidance to parents in supporting early pragmatic communication and language development in infancy, if needed.Peer reviewe

Seasonal patterns of oral antihistamine and intranasal corticosteroid purchases from Australian community pharmacies : a retrospective observational study

Acknowledgments The abstract of this paper was presented at the Respiratory Effectiveness Group 2016 Annual Summit as a poster presentation with interim findings. The poster’s abstract was published in “Poster Abstracts” in The Journal of Thoracic Disease (Vol. 8, Supplement 5, 5 July 2016). http://jtd.amegroups.com/article/view/8504.Peer reviewedPublisher PD

Communication skills predict social-emotional competencies

Introduction: Studies have shown that many children with early language difficulties also have delays in social-emotional competencies as well as social-emotional and behavioral problems. It is unclear if these conditions are causally related, if they share a common underlying etiology, or if there are bidirectional effects. Studies investigating these associations have mostly involved children who are already using words to communicate, but it is important to know whether delays in preverbal communication and language development have any effects on these associations. The aim of the present study was to examine associations between preverbal communication and early verbal skills in infancy and subsequent social-emotional competencies and ensuing social-emotional and behavioral problems in early toddlerhood. The role of background factors known to influence early language development was also examined.Methods: The sample consisted of 395 children (51.6% boys) from the Finnish Steps Study cohort. Language was assessed at age 13 months (+ 1 month) with the MacArthur Communicative Development Inventory for Infants (CDI-I), and the social-emotional domain was assessed at age 17 months with the Brief Infant–Toddler Social and Emotional Assessment (BITSEA).Results: Infants with lower preverbal gestural communication and receptive language skills had a higher risk of delays in social-emotional competencies in toddlerhood than children with better communication skills, but not of elevated social-emotional and behavioral problems.Conclusions: The results indicate that lower early communication skills can predict delays in the development of social-emotional competencies, which has been found to be a risk factor for later development of social-emotional and behavioral problems. It is important to monitor early communication skills to provide guidance to parents in supporting early pragmatic communication and language development in infancy, if needed.</div

Explorations, Vol. 4, No. 1

Articles include: Cover: Old Yarmouth Light, 1960, Cape Forchu, Nova Scotia. By and from the collection of Edgar McKay. The Borderlands Concept: a new look at U.S.-Canada relations, by Victor Konrad and Lauren McKensey Fundy Tidal Power Project, by Gregory White Canadian Poet: Ken Norris Native American Life and Art: a celebration, November, 1986, by Lee-Ann Konrad The Montreal Canadiens: a cultural institution, by James J. Herlan U.S. and Canadian Executives: uses of formal and informal plans in top executive decision-making, by Kent Carter Our Cover Artist: bits and pieces of one man\u27s Nova Scotia, by Edgar McKay The Canadian-American Center and the Canadian Collection of the Fogler Library, by Alice Stewart Capitalist Development in the New England-Atlantic Provinces Region, by Robert H. Babcock Atlantic Canadian Members of Parliament as Representatives, by Howard Cody The Rower and the Pyramid: a tribute to Joe Walsh, by Edward D. Ives The Canadian-American Center: exercise in excellence, by Rand Erb Canadian and Maine Potatoes: a bushel of questions, by George K. Griner, Alan S. Kezis, and James D. Leiby After 20: the Future of the Canadian-American Center, by Victor Konra