Adverse experiences in infancy and toddlerhood: Relations to adaptive behavior and academic status in middle childhood |
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| Institution: | 1. Department of Maternal, Child & Adolescent Health, School of Public Health, Anhui Medical University, 81th Meishan Road, Hefei 230032, Anhui, China;2. Anhui Provincial Key Laboratory of Population Health & Aristogenics, Anhui Medical University, Hefei, Anhui, China;1. Department of Maternal and Child Health, Gillings School of Global Public Health, University of North Carolina, Chapel Hill, NC, United States of America;2. Injury Prevention Research Center, University of North Carolina, Chapel Hill, NC, United States of America;3. Carolina Population Center, University of North Carolina, Chapel Hill, NC, United States of America;1. Department of Psychology, University of Calgary, Calgary, Canada;2. Alberta Children''s Hospital Research Institute, Calgary, Canada;3. Department of Applied Psychology and Human Development, University of Toronto, Toronto, Canada;4. Département des fondements et pratiques en éducation, Université Laval, Quebec City, Canada;5. Department of Pediatrics, Li Ka Shing Knowledge Institute, St Michael''s Hospital, Toronto, Ontario, Canada;6. Division of Pediatric Medicine, Child Health Evaluative Sciences, Hospital for Sick Children Research Institute, Toronto, Canada;7. Faculty of Medicine, Departments of Paediatrics and Nutritional Sciences, Institute of Health Policy Management and Evaluation, University of Toronto, Toronto, Canada |
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| Abstract: | 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. |
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| Keywords: | Adverse childhood experiences Early childhood Academic status Adaptive behavior |
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