Behavior In Young Children Research Articles

Preschool Teachers' Opinions About Second Step Early Learning Curriculum

Children's problem behaviour in the preschool period is a severe obstacle to social-emotional development and a precondition for maladjustment in social relationships during school life. Professionals in the field have been improving existing practices to prevent and intervene in young children's challenging behaviour. To this end, many social-emotional learning curriculums are developed and put into practice. One curriculum that supports children's social-emotional learning during the preschool period is the Second Step Early Learning. The present study looked into the practical experiences of preschool teachers implementing the second step social-emotional learning curriculum. The study group consists of 13 preschool teachers who have received educator training in this learning curriculum and implemented it at schools. The teachers were asked questions about the curriculum's general qualities, its effects on the children's development levels, and their professional development. According to the study results, all teachers stated that the second step curriculum positively contributed to children's emotional and behavioural reactions. It helped them in class management and implementation, such behaviour as having confidence, asking for help, taking responsibility, and taking responsibility-sharing improved. In addition, expressing that they observed differences in hindering anger and in-class problem-solving processes, teachers emphasised that the children were more understanding and polite to each other, especially in free-time activities. Their interaction was healthier than before, and their listening and attention spans increased. Overall, the findings show preschool teachers' experience in implementation. They recommended the curriculum to their colleagues, claiming that it contributed to their professional development.

Longitudinal assessment of behaviour in young children undergoing general anaesthesia

BackgroundExposure to general anaesthesia in children might increase the risk of long-term behavioural problems. It is unclear if any behavioural changes in the short term after anaesthesia could be associated with long-term problems. The goal of the current study was to evaluate the short-term trajectory of parent-reported behaviour measured by the Behaviour Assessment System for Children, third edition (BASC-3) amongst children aged 2.5–6 yr who underwent general anaesthesia for elective surgery. MethodsChildren who were undergoing general anaesthesia for surgery were recruited for assessment of behaviour on two occasions: preoperatively (from 1 week to 1 day before anaesthesia), and 3 months postoperatively. To assess longitudinal changes in the parent-reported behaviour measured by BASC-3, linear mixed models were built with visit number included as a categorical variable and subject-specific random intercepts. ResultsSixty-eight children (37 girls [54%]) were enrolled in the study and completed both assessments. At 3 months after anaesthesia, statistically significant improvements (decrease in T scores) in internalising problems (−2.7 [95% confidence interval −4.2 to −1.1]), anxiety (−2.5 [−4.4 to −0.5]), and somatisation (−3.0 [−5.2 to −0.9]) were found. There were no significant differences in scores between visits for other composites or scales. The pattern of results did not depend upon prior anaesthesia exposure. ConclusionsAnaesthesia for elective surgery in young children was associated with a small decrease in internalising problems but no changes in other areas of behavioural problems when assessed at 3 months postoperatively, including in children with prior exposure to anaesthesia.

Hearing water temperature: Characterizing the development of nuanced perception of sound sources.

Without conscious thought, listeners link events in the world to sounds they hear. We study one surprising example: Adults can judge the temperature of water simply from hearing it being poured. We test the development of the ability to hear water temperature, with the goal of informing developmental theories regarding the origins and cognitive bases of nuanced sound source judgments. We first confirmed that adults accurately distinguished the sounds of hot and cold water (pre-registered Experiments. 1, 2; total N=384), even though many were unaware or uncertain of this ability. By contrast, children showed protracted development of this skill over the course of middle childhood (Experiments. 2, 3; total N=178). In spite of accurately identifying other sounds and hot/cold images, older children (7-11 years) but not younger children (3-6 years) reliably distinguished the sounds of hot and cold water. Accuracy increased with age; 11-year old's performance was similar to adults. Adults also showed individual differences in accuracy that were predicted by their amount of prior relevant experience (Experiment 1). Experience may similarly play a role in children's performance; differences in auditory sensitivity and multimodal integration may also contribute to young children's failures. The ability to hear water temperature develops slowly over childhood, such that nuanced auditory information that is easily and quickly accessible to adults is not available to guide young children's behavior. HIGHLIGHTS: Adults can make nuanced judgments from sound, including accurately judging the temperature of water from the sound of it being poured. Children showed protracted development of this skill over the course of middle childhood, such that 7-11-year-olds reliably succeeded while 3-6-year-olds performed at chance. Developmental changes may be due to experience (adults with greater relevant experience showed higher accuracy) and the development of multimodal integration and auditory sensitivity. Young children may not detect subtle auditory information that adults easily perceive.

Socioeconomic inequalities in toothbrushing behaviours in young children: a children's lifestyle survey in a representative population of A city, Okinawa prefecture, Japan.

We have less understanding of which socioeconomic status (SES) indicators may be reflective of latent socioeconomic inequalities in toothbrushing behaviours, especially finishing-toothbrushing by parents in young children. The aim of this study was to reveal the socioeconomic inequalities in children's toothbrushing and finishing-toothbrushing by parents and if it varies by SES indicators. We used data from 'Survey on Children's Life' conducted by A city of Okinawa Prefecture, Japan. The multiple imputed data of 902 (boys, 453) included self-reported children's toothbrushing behaviour and finishing-toothbrushing by parents in three-to six-year-old children. SES was assessed using self-reported household income and parental educational attainment. Absolute and relative inequalities in toothbrushing behaviours were quantified using the slope index of inequality (SII) and relative index of inequality (RII), respectively. There were significant absolute and relative inequalities of children's toothbrushing for household income (SII and RII were 0.241 and 2.73, respectively), of finishing-toothbrushing by parents for household income (SII and RII were 0.133 and 3.28, respectively), and educational attainment (SII and RII were 0.166 and 5.55, respectively). The same inequality trends were observed after adjusting for covariates (child's age and sex, family structure, breakfast and dinner frequency, and sleep duration). Socioeconomic inequalities in children's toothbrushing and finishing-toothbrushing by parents varied according to SES indicators.

Factors Associated With Trajectories of Externalizing Behavior in Preschoolers.

More media exposure and life stressors are associated with higher levels of externalizing behaviors in young children; however, their joint impact on externalizing behavior trajectory is unknown. This study assessed the relationship of stressful life events (SLE), media exposure, and additional demographic and family variables on the trajectory of externalizing behaviors in preschool-aged children. Participants were children ages 3 to 5 years from a large, 18-month duration, randomized control trial to reduce inappropriate media exposure. The sample was recruited from community pediatrics' practices. Intervention and control groups were collapsed, with study arm a covariate. Latent growth modeling (LGM) was conducted, with main outcome of externalizing behaviors at 6, 12, and 18 months after study initiation.Primary exposures of interest were total daily media hours, SLE, intimate partner violence, and harsh parenting. Final analyses included 613 children. LGM without covariates revealed a significant decrease in mean externalizing score between baseline and 18 months. LGM with covariates revealed that individuals with more media exposure exhibited more externalizing behaviors and SLE significantly predicted a slower decline in externalizing behaviors. Externalizing behavior at 18 months was significantly predicted by SLE, child age, white non-Hispanic race, and harsh parenting. Exposure to a greater number of stressful life eventsappears to slow the age-appropriate decline in externalizing behaviorsfor preschool-aged children, while harsh parenting and media exposure are associated with more externalizing behavior. Findings highlight the importance of screening and surveillance in primary care and the need for early intervention efforts targeted to these risks.

Associations Between Genetic Risk for Adult Suicide Attempt and Suicidal Behaviors in Young Children in the US

Suicide rates have been increasing among youth in the US. While the heritability of suicide risk is well established, there is limited understanding of how genetic risk is associated with suicidal thoughts and behaviors in young children. To examine whether genetic susceptibility to suicide attempts (SAs) is associated with suicidal thoughts and behaviors in children. This case-control study examined data from the Adolescent Brain Cognitive Development (ABCD) study, a population-based longitudinal study of 11 878 US children enrolled at age 9 and 10 years from September 2016 to November 2018. Youth reports of suicidal ideation (SI) and SAs were obtained from the Kiddie Schedule for Affective Disorder and Schizophrenia at baseline and 2 subsequent years. After conservative quality control of genotype data, this analysis focused on 4344 unrelated individuals of European ancestry. Data analysis was conducted from November 2020 to February 2022. Children's lifetime experiences of SI and SAs were assessed each year from ages 9 to 10 years to ages 11 to 12 years. Polygenic risk scores (PRSs) for SAs were calculated for ABCD study participants based on the largest genome-wide association study of SA cases and controls of European ancestry (total sample n = 518 612). Of 4344 children of European ancestry (2045 [47.08%] female; mean [SD] age, 9.93 [0.62] years), significant associations were found between children's SA PRSs and their lifetime SAs with the most robust association in the follow-up year 2 (odds ratio, 1.43 [95% CI, 1.18-1.75]; corrected P = 1.85 × 10-3; Nagelkerke pseudo R2 = 1.51%). These associations remained significant after accounting for children's sociodemographic backgrounds, psychopathology symptoms, parental histories of suicide and mental health, and PRSs for major depression and attention-deficit/hyperactivity disorder (likelihood ratio test P < .05). Children's depressive mood and aggressive behavior were the most significant partial mediators of SA genetic risk on SAs (mediation analysis P < 1 × 10-16). Children's behavioral problems, such as attention problems, rule-breaking behavior, and social problems, also partially mediated the association of SA PRSs with SAs (mediation analysis false discover rate < 0.05). This study's findings indicate that there may be genetic factors associated with SA risk across the life span and suggest behaviors and conditions through which the risk could be mediated in childhood. Further research is warranted to examine whether incorporating genetic data could improve the identification of children at risk for suicide.

Family Feeding Practices of Parents on Prince Edward Island: A Focus on Responsive Feeding.

The home environment and parental influence are strong predictors of eating behaviours in young children and can influence healthy development. The objective of this study was to describe the feeding practices of a sample of families on Prince Edward Island. Eleven parent participants were recruited, one-on-one interviews were held, and a thematic analysis was conducted. Conversations with parents revealed that the family feeding environment is influenced by a multitude of factors that change daily and need to be navigated based on the age of the child. Parents saw family meals as time together and an opportunity to model healthy eating behaviours; however, they faced several challenges at mealtimes, including perceived picky eating. Parents recognized their children's hunger and satiety cues, although they respected satiety signals more often if children ate what they perceived as a lot of food. Many parents used food as a reward to encourage their children to eat more but recognized that it could lead to the development of undesirable habits. Despite the complex factors that influence feeding, dietitians can work with families to foster a responsive feeding environment by encouraging family meals, recognizing and respecting hunger and satiety cues, and understanding typical changes in eating behaviours as children age.

Challenges to infection control in early communication intervention: A scoping review.

BackgroundPersonal protective equipment (PPE) and infection prevention and control (IPC) measures are crucial to preventing the spread of coronavirus disease 2019 (COVID-19). This study used a scoping review to investigate the challenges that exist when speech–language therapists (SLTs) use IPC measures for providing early communication intervention (ECI).ObjectivesTo describe existing, recent literature on PPE and IPC measures used in early intervention through a scoping review (steps 1–5) and to consult local clinicians to investigate how SLTs who provide ECI in South Africa relate to these findings (step 6 of the scoping review).MethodA scoping review was performed which followed the PRISMA-ScR framework. Because of limited literature on PPE and IPC measures used by SLTs in providing ECI, the inclusion criteria were adjusted to include PPE and IPC measures used by healthcare workers (HCWs) who provide early intervention to the population of infants and toddlers up to 3 years old. At the time of the review, articles were not older than 10 years and were published between 2011 and 2020. The scoping review included a consultation with South African SLTs who provide ECI, including during the COVID-19 pandemic. A pilot study was conducted prior to the consultations. Seventeen clinicians were included in total. Data from both the pilot study and main consultation were transcribed and analysed in the results using thematic analysis.ResultsFourteen articles were included in the study. The scoping review of existing literature identified challenges to implementing IPC measures, namely the care and behaviour of young children, infrastructure and system challenges, poor compliance and lack of training and a lack of standard IPC protocols. Clinicians in the consultation phase confirmed these challenges and reported that IPC measures did not consider ECI populations nor the settings in which services were provided. Suggestions from the literature for improved infection control included hand hygiene, improved supplies and infrastructure and education and training. Clinicians in the consultation added practical suggestions for implementing IPC measures within ECI, which included an increase in parent-led intervention as well as cleaning and disinfection strategies.ConclusionThis study identified challenges and recommendations of SLTs who use PPE and IPC measures whilst providing ECI. Understanding these challenges can benefit ECI services and future research efforts focused on improving ECI services whilst maintaining IPC standards.

Communicating with children about ‘everyday’ pain and injury: A Delphi study

Background‘Everyday’ pain experiences are potentially critical in shaping our beliefs and behaviours around injury and pain. Influenced by social, cultural and environmental contexts, they form the foundation of one's understanding of pain and injury that is taken into adulthood. How to best communicate to young children about their everyday pain experiences, in order to foster adaptive beliefs and behaviours, is unknown.MethodsIn this Delphi survey, we sought expert opinion on the key messages and strategies that parents/caregivers can consider when communicating with young children (aged 2–7 years) about ‘everyday’ pain that is most likely to promote recovery, resilience and adaptive pain behaviours. Eighteen experts participated including specialists in paediatric pain, trauma, child development and psychology; educators and parents. The survey included three rounds.ResultsResponse rate was over 88%. Two hundred fifty‐three items were raised; 187 reached ‘consensus’ (≥80% agreement amongst experts). Key messages that the experts agreed to be ‘very important’ were aligned with current evidence‐based understandings of pain and injury. Strategies to communicate messages included parent/caregiver role modelling, responses to child pain and discussion during and/or after a painful experience. Other key themes included promoting emotional development, empowering children to use active coping strategies and resilience building.ConclusionsThis diverse set of childhood, pain and parenting experts reached consensus on 187 items, yielding 12 key themes to consider when using everyday pain experiences to promote adaptive pain beliefs and behaviours in young children.SignificanceParents and caregivers likely play a critical role in the development of children's fundamental beliefs and behaviours surrounding pain and injury that are carried into adulthood. Everyday pain experiences provide key opportunities to promote positive pain‐related beliefs and behaviours. This Delphi survey identified key messages and strategies that caregivers can consider to optimize learning, encourage the development of adaptive pain behaviours and build resilience for future pain experiences.

An attempt of lethal self-harm in a 7-year-old child

Abstract Suicidal behavior in young children is inadequately studied due to methodological limitations, although there is an increasing trend of suicidal behavior among youngsters. Here, we report the case of a lethal act of self-harm by a 7-year-old child. On evaluation, the child was detected to have attention-deficit/hyperactivity disorder and oppositional defiant disorder. He attempted hanging after a trivial altercation with mother and was nearly strangulated. He had learned the method from visual media and did the act impulsively. There was history of suicides in the family. Pharmacological and psychosocial interventions were done and the child was followed up for almost 1 year. There was good resolution of the symptoms and the family interaction pattern improved. This case highlights that, suicide threats even in very young children need to be urgently and sensitively handled, from a biopsychosocial perspective. The media influence on suicide on young children needs to be addressed urgently.

Recipient identifiability increases prosocial behavior in young children

Research in adults has established that identifying an individual (e.g., by name or a photograph) increases adults’ prosocial behavior toward that individual. However, little is known about the developmental emergence of this “identifiable victim effect.” We conducted a preregistered study to assess the effects of identifiability on young children’s prosocial behavior. Children aged 3.5 to 6.5 years were given five stickers that they could distribute between themselves and another child, who was either identified by name or unidentified. Across ages, children were more likely to share—and shared more stickers—with the identified recipient than with the unidentified recipient. These results indicate that recipient identifiability promotes prosocial behavior from remarkably early in development.

The Psychosocial Well-Being of Young Video-Gamer Children: A Comparison Study.

Objective:In recent years, young children from all socioeconomic conditions found an opportunity to own or access video game devices. The precisely defined effects of video gaming on young children’s behaviors and mental health are unknown. This study aimed to investigate the relationship between the psychosocial well-being and video gaming in preschool children. Materials and Methods:The video gamer (n = 70) and non-gamer (n = 140) children between 2 and 6 years old and their mothers were included in the study. Psychosocial well-being was assessed using the Strengths and Difficulties Questionnaire parent version. Multivariable logistic regressions were used. Results:30% of the video gamers played video games for more than 1 hour per day. Factors associated with video gaming included sex, birth order, age of first screen exposure, daily screen time, and parent(s) video gaming. Being a boy, having a daily screen time of more than 1 hour and parent(s) video gaming increased the probability of video gaming [Odds (95% CI) = 3.00 (1.42-6.31), P = .004; 6.28 (2.86-13.80), P < .001; 6.49 (2.77-15.23), P < .001, respectively]. Not being the first child and having an age of first screen exposure older than 12 months old decreased the probability of video gaming [Odds (95% CI) = 0.29 (0.11-0.76), P = .012; 0.34 (0.13-0.89), P = .027, respectively]. Video gamers and non-gamers had statistically similar Strengths and Difficulties Questionnaire scores. There was no association between video gaming and being borderline or abnormal in emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, prosocial behavior, and total difficulties. Conclusion:This study investigating the relationship between psychosocial well-being and video gaming revealed that video gaming is not associated with psychosocial well-being in preschool age.

Including Peers in Intervention for Young Children With Disabilities

The purpose of this systematic review was to describe single case design (SCD) research studies that systematically included peers in interventions designed to have positive outcomes for children with disabilities aged 3–8 years. Thirty-nine articles published in peer-referred journals in the past 10 years were analyzed in relation to study rigor and characteristics of interventions. Overall, this review supports including peers into systematic interventions for young children with disabilities, as the interventions were effective in producing positive changes in the behavior of young children with a variety of disabilities in social, communication, cognitive, play, and academic skills. No clear pattern emerged of a relationship between ecological factors (setting and interventionist) and generalization and maintenance of child behaviors. The analysis of study rigor suggests that fewer than half of the studies met current standards for SCD research and the number of studies conducting generalization, maintenance, and social validity was inadequate. A significant challenge for the field is to conduct more rigorous research to identify critical factors promoting positive behavior change for young children with disabilities when peers are included in interventions.

Parents' Experiences of a Brief Online Parenting Program with Playful Discipline

Parents should be able to receive parenting support for their child's behavioral issues that are both easy to access and that align with their values. This qualitative report explores the experiences of twenty-six parents with children between 2 and 4 years old who participated in a brief online attachment-based, trauma-informed parenting study. This report is the qualitative component of an eight-week RCT pilot study that evaluated the efficacy of the Aware Parenting program. The cornerstone of the Aware Parenting approach is a playful approach to discipline. Thematic analysis of semi-structured interviews after participation in a brief Aware Parenting program found three key themes emerge: (1) wanting to be the best parent they could be, (2) reframing child behavior, and (3) a brief program is enough. Overall, participants felt satisfied with a single online session and thought the playful discipline strategies were appropriate, effective, and easy to implement. Parents may benefit from the accessibility of a single-session online parenting program, particularly when opportunities to gather in a face-to-face setting are limited. Recommendations from this study include insight into recruitment, engagement, and retention of participants in future studies on brief online attachment-based parenting programs. This study also highlights the need to explore discipline strategies compatible with attachment-based parent education programs. Key Findings Participants were willing to implement new parenting strategies despite the approach being different from popular parenting practices and different from what they experienced as children. Participants felt that the playful discipline strategies they learned in the Aware Parenting program were an acceptable approach for improving behavior in young children. A single online session with social media follow-up support increases accessibility for parents who may benefit from attachment-based parenting support.

Young Children's Conceptualisations of Kindness: A Thematic Analysis.

Although there is much interest in the development of prosocial behaviour in young children, and many interventions that attempt to cultivate kindness in children, there is a paucity of research exploring children’s lived experiences of kindness and including their voices. In this study, children’s understanding of kindness is approached through qualitative interviews using puppets. Interviews were conducted with 33 children aged 5-6 years in 3 schools in the United Kingdom. Through thematic analysis, 4 themes were developed: (a) doing things for others, (b) relating with others, (c) rules and values, and (d) kindness affects us. These themes are examined in light of current thinking on prosocial and sociomoral development, and several key insights are highlighted, including types of prosocial behaviour, social connection, kindness-by-omission and defending, in-group bias, universal kindness versus personal safety, self-image, and a desire to improve the condition of society. These findings have implications for future research on prosocial development and for the design of kindness-based interventions, as well as providing an ecologically valid method of inquiry for use with young children.

Acceptability and Usefulness of a Web-Based Motivational Interviewing Session to Improve Nutrition and Oral Health Behaviors of Low-Income Children in Connecticut

Background Obesity and dental decay are linked through poor diet. In the United States, &gt;13% of 2-5–year-old children have obesity and &gt;21% have tooth decay, with the highest rates in Black and Latino children and those from low-income families. Conflicting information, barriers, and lack of access to healthy food and dental care influence the risk of poor diet and insufficient oral hygiene. Of particular interest is whether leveraging technology can deliver tailored and motivational interventions to promote a healthier diet and oral hygiene behaviors in young children of high-need families. Objective This study aimed to determine the acceptability and usefulness of a web-based motivational interview (MI) and goal-setting session to promote healthy feeding and improve oral health in young children and to determine how an initial survey with tailored messages informs the session to improve the efficiency and effectiveness of goal-setting. Methods Low-income caregivers of children aged 2-6 years were recruited through multiple community agencies. The caregivers completed a web-based nutrition and dental health survey that delivered 2-3 tailored messages to motivate or reinforce healthier target behaviors for their children. Caregivers reported their willingness to change the target behavior of the messages and were invited to participate in an MI session via a web-based videoconference application, facilitated by trained dietitians and dietetics students. The facilitators used the messages received by the caregiver and their willingness to change, to inform the session. The facilitators also used principles of MI to provide evidence-based recommendations, address barriers to these recommendations, and determine feasible goals with participants. Results Of 142 caregivers who completed the initial survey, 83 indicated an interest in the MI session and were contacted. A total of 48 MI sessions were completed (41 with female participants and 24 with non-Hispanic White participants). Caregivers were willing to attempt to make 62 out of the 64 target nutrition behavioral improvements from the initial survey. A total of 24 out of 40 caregivers who received a tailored message to improve a nutrition behavior set a goal based on that message during the MI session. The most commonly set nutrition goals involved increasing vegetable consumption (n=25/48), increasing lean protein consumption (n=8), and serving healthier snacks (n=8), which highlighted the target behaviors that the caregivers deemed most relevant. Of those who provided feedback on the MI sessions (n=41), most strongly agreed (scale from strongly agree to strongly disagree) that the MI session was easy and convenient to attend (n=33), and the UConn nutritionist made them feel comfortable to talk about their children’s health (n=38), helped them think about why health changes may be important (n=32), and helped them set a goal for positive changes in their children’s health (n=34). Conclusions Our results indicate the acceptability and usefulness of a web-based MI and goal-setting session, and that an initial survey with tailored messages informed the goal-setting session. Conflicts of Interest None declared.

Kindergartenkinder am Smartphone und Tablet: Zusammenhänge mit der sozial-emotionalen Entwicklung und Verhaltensproblemen – eine Scoping Review

Young children's use of smartphones and tablets is increasingly prevalent. Smartphones and tablets are part of families' daily lives. Therefore, preschoolers are confronted with mobile devices as well, and learn to use them naturally. Specialists who work with children or deal with various aspects of early childhood development are alarmed and warn of resulting harmful effects. It is also feared that research on the impact of smartphone and tablet use on child development cannot keep pace with the rapid technological developments. This review therefore looks at associations between the use of mobile devices and social-emotional development as well as the emergence of behavioral problems in preschool children aged four to six years. A search of the literature was conducted in two databases, PsycInfo and Pubmed. Based on the title, abstract, and in some cases other parts of 861 articles, 7 articles were included.The seven articles are in different research areas, and each demonstrates important research approaches for the topic. An experimental case study with a learning app found benefits for young children's social behavior. On the other hand, a neuropsychological study pointed out that the social dimension of pretend play is missing when playing with a tablet. Other studies, cross-sectional and longitudinal, found certain associations between the use of digital devices and impaired social-emotional development as well as behavioral problems in preschool children and also identified mediators such as parental stress. In sum, however, the results do not provide a consistent picture of the role of smartphone use for social-emotional development and behavior problems in the preschool years. Further research that keeps pace with technology developments is needed.

Screen Time and ADHD Behaviors in Chinese Children: Findings From Longitudinal and Cross-Sectional Data

Objective: Research suggests that screen exposure presents a risk for ADHD behaviors in young children. However, the operationalization of screen exposure remains murky and longitudinal data is scarce. In this paper, we examined the relations between better operationalized daily screen time and behaviors of inattention and behaviors of hyperactivity/impulsivity in three cohorts of community samples of young Chinese children. Method: Study 1 was longitudinal and included 111 children who were 3.6 years old (Range = 2.4–4.9; SD = 0.4) at Baseline and 4.8 years old (Range = 3.9–6.0; SD = 0.4) at Follow-Up. Study 2 was cross-sectional and included 172 children aged 4.9 years (Range = 3.0–7.1; SD = 1.0). Study 3 was also cross-sectional and included 313 children who were 6.9 years old (Range = 5.7–8.3; SD = 0.4). In each study, the parents reported how much time that their children spent daily on iPad/tablet, smart phone, and online games and watching TV in the previous week, and their children’s behaviors of inattention (I/A) and hyperactivity/impulsivity (H/I). Results: Regression analysis revealed that in Study 1, controlling for child demographics, mother’s education, family SES, and corresponding I/A or H/I scores at Baseline, screen time at Baseline predicted I/A scores (β = .27, p < .01) and H/I scores (β = .32, p < .001) at Follow-Up. Similarly, controlling for covariates, screen time predicted I/A scores (β = .25, p < .01) and H/I scores (β = .25, p < .01) in Study 2; I/A scores (β = 0.16, p < .01) and H/I scores (β = .15, p < .05) in Study 3. Conclusion: Screen exposure was a risk for inattention and hyperactivity/impulsivity behaviors in urban Chinese children.

Early Social Behavior in Young Children with Sex Chromosome Trisomies (XXX, XXY, XYY): Profiles of Observed Social Interactions and Social Impairments Associated with Autism Spectrum Disorder (ASD)

Individuals with Sex Chromosome Trisomies (SCT; XXX, XXY, XYY) have an increased vulnerability for developing challenges in social adaptive functioning. The present study investigates social interaction behavior in the context of varying social load, and Autism Spectrum Disorder (ASD) symptomatology in young children aged 1–7.5 years old, with SCT (N = 105) and control children (N = 101). Children with SCT show less interaction behaviors and more social withdrawal, as compared to their control peers, which were most evident in the high social load condition. Second, social impairments related to ASD are more prevalent, as compared to controls (27.1% at clinical level). These findings stress the importance of early monitoring and (preventive) support of early social development in young children with SCT.

Eosinophilic esophagitis in cystic fibrosis: A case series with long-term follow-up.

Challenging mealtime behaviors in young children and difficulties in meeting their dietary intake recommendations are sources of parenting stress and associated with negative quality of life. The gastrointestinal (GI) manifestations of cystic fibrosis (CF) can often present similarly to a GI pathology unrelated to CF. Specifically, this case series focuses on three toddlers with CF who presented with oral aversion and challenging mealtime behaviors and later were diagnosed with eosinophilic esophagitis (EoE). Though EoE often presents with dysphagia, younger patients commonly present with nonspecific GI symptoms such as regurgitation, emesis, abdominal pain, failure to thrive, food intolerance, and oral aversion. Given the overlap of GI manifestations in CF and EoE, it can be challenging for clinicians to diagnose the coexistent EoE in patients with CF. We describe the presenting symptoms, treatment, and successful outcomes of three pediatric patients with CF and EoE. To our knowledge, this is the second case series with a detailed description of EoE in CF.