Socioeconomic status, schooling, and the developmental trajectories of adolescents.

2007 ◽  
Vol 43 (5) ◽  
pp. 1097-1110 ◽  
Author(s):  
Robert Crosnoe ◽  
Aletha C. Huston
Keyword(s):  
Socioeconomic Status ◽  
Developmental Trajectories

A longitudinal study of executive function and theory of mind development in autism

1994 ◽  
Vol 6 (3) ◽  
pp. 415-431 ◽  
Author(s):  
Sally Ozonoff ◽  
Robin E. McEvoy
Keyword(s):  
Socioeconomic Status ◽  
Executive Function ◽  
Longitudinal Study ◽  
Theory Of Mind ◽  
Task Performance ◽  
Developmental Trajectories ◽  
Learning Disabled ◽  
Cognitive Domain ◽  
Normal Functioning ◽  
Time Period

AbstractBoth executive function and theory of mind impairment have been suggested as primary deficits of autism. One test of the primacy of a deficit is its persistence and stability throughout development. This longitudinal study examined development of executive function and theory of mind abilities over a 3-year time period, comparing nonretarded autistic adolescents with learning-disabled controls matched on age, IQ, gender, and socioeconomic status (SES). Results indicate that both executive function and theory of mind abilities are seriously deficient in autistic individuals, improve little with development, may never reach normal functioning levels, and appear to eventually hit a developmental ceiling. Developmental variables showed little relationship to overall task performance or improvement in either cognitive domain. The similar developmental trajectories of executive function and theory of mind performance found in this investigation suggest that these skills may be related and interdependent, rather than independent modules of cognitive function. Implications for the neurological basis of autism and intervention are also discussed.

scholarly journals The Big Five Across Socioeconomic Status: Measurement Invariance, Relationships, and Age Trends

2020 ◽  
Author(s):  
Bradley T Hughes ◽  
Cory Kennedy Costello ◽  
Joshua Pearman ◽  
Pooya Razavi ◽  
Cianna Bedford-Petersen ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Measurement Invariance ◽  
Big Five ◽  
Developmental Trajectories ◽  
Personality Development ◽  
Future Research ◽  
Occupational Prestige ◽  
Online Study ◽  
Age Trends ◽  
Future Work

Stage 1 Registered Report: Associations between socioeconomic status (SES) and personality, traits and developmental trajectories, have important implications for theory and application. Progress in understanding these associations depends on evaluating how well personality measures function in socioeconomically diverse samples. In the present study, we will use the confirmatory dataset from AIID, a large online study, to address three basic questions about personality and SES. First, we will evaluate the measurement invariance of a common measure of personality, the Big Five Inventory, across indicators of education, income, and occupational prestige. Second, we will estimate previously reported associations between SES indicators and personality in new data to see if they align with past evidence. Third, we will test whether mean-level age trends in personality generalize across levels of SES. The results will have important implications for the validity of past and future research on associations between personality and SES. Additionally, the results will provide insight into differences in personality development trajectories that can inform future work investigating the causal mechanisms between personality and SES.

Developmental trajectories in children with prolonged NICU stays

2016 ◽  
Vol 102 (1) ◽  
pp. 29-34 ◽  
Author(s):  
Dibya Subedi ◽  
Mark D DeBoer ◽  
Rebecca J Scharf
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Birth Cohort ◽  
Neonatal Intensive Care ◽  
Developmental Trajectories ◽  
Negative Relationship ◽  
Birth Cohort Study ◽  
Math Scores ◽  
Reading And Math ◽  
Nationally Representative

ObjectiveTo evaluate the relationship between prolonged neonatal intensive care unit (NICU) stay after birth and childhood neurodevelopmental measures from age 9 months to kindergarten.DesignLongitudinal birth cohort study.Setting and patientsThis study examined a nationally representative sample of 10 700 participants from the Early Childhood Longitudinal Sample—Birth Cohort and selected those who had a NICU stay (n=2100). These children were followed from birth to kindergarten.PredictorsDays in the NICU.Main outcome measuresChildhood neurodevelopmental and early academic scores.ResultsIncreasing length of stay in the NICU had a significant negative relationship with the 9-month and 24-month Bayley mental and motor scores. Each additional week in the NICU increased the odds of scoring in the lowest 10% on the Bayley 9-month mental (OR 1.08, 95% CI 1.034 to 1.122) and motor (OR 1.11, CI 1.065 to 1.165) assessments and 24-month mental (OR 1.09, CI 1.041 to 1.144) and motor assessments (OR 1.07 CI 1.017 to 1.123). Gestational age was not significantly related with these measures in our model. Increasing socioeconomic status had a significant positive relationship with preschool and kindergarten reading and math scores and a lower odds of scoring in the lowest 10% in these measures.ConclusionIncreasing length of NICU stay was predictive of decreased child development measures in early childhood (9 and 24 months), while socioeconomic status was a better predictor at later assessments (preschool and kindergarten entries). Gestational category did not account for these differences. These data may have implications for counselling parents regarding potential neurodevelopmental consequences following NICU stay.

Socioeconomic status and executive function: developmental trajectories and mediation

2015 ◽  
Vol 18 (5) ◽  
pp. 686-702 ◽  
Author(s):  
Daniel A. Hackman ◽  
Robert Gallop ◽  
Gary W. Evans ◽  
Martha J. Farah
Keyword(s):  
Socioeconomic Status ◽  
Executive Function ◽  
Developmental Trajectories

scholarly journals Emerging Adulthood Features in Brazilians from Differing Socioeconomic Status

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Luciana Dutra-Thomé ◽  
Silvia Helena Koller
Keyword(s):  
Socioeconomic Status ◽  
Emerging Adulthood ◽  
Transition To Adulthood ◽  
Structural Equation ◽  
Developmental Trajectories ◽  
Nonlinear Process ◽  
Structured Interview ◽  
Equation Modeling ◽  
Industrialized Countries ◽  
Urban Context

The present study aimed at investigating emerging adulthood features in Brazilians from low and high socioeconomic statuses (SESs). The sample was 547 Southern Brazilians; residents in the urban context, between 18 and 29 years old (Md = 22 years; IQR = 7), 64.2% females. From this sample, 13 participants were randomly selected to participate on the qualitative study. Instruments were the Brazilian Version of the Inventory of Dimensions of Emerging Adulthood, a Semi-structured interview, and the variable socioeconomic status (SES) from the Brazilian Adolescence and Youth Questionnaire. Analysis from Structural Equation Modeling (SEM) indicated no associations between SES and IDEA dimensions. Deductive thematic analysis revealed the presence of emerging adulthood features in Brazil (general Kappa = .83) and that economic disparities affected youth developmental trajectories. High SES individuals were more likely to experience EA features according to what has been observed in industrialized countries. Low SES individuals presented a divergent trend, because their opportunities to live a period of identity exploration would happen after an other-focused period. The transition to adulthood considered as a nonlinear process influenced by the socioeconomic context is discussed.

Developmental Trajectories of Social Skills in Low Socioeconomic Status (SES) Infants and Toddlers

2010 ◽  
Vol 31 (Abstracts) ◽  
pp. E21-E22
Author(s):  
Caroline L. Martinez ◽  
Carolyn A. Brockmeyer ◽  
Benard P. Dreyer ◽  
Nina Burtchen ◽  
Jenny Arevalo ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Social Skills ◽  
Low Socioeconomic Status ◽  
Developmental Trajectories ◽  
Infants And Toddlers ◽  
Low Socioeconomic

Age Norms for Auditory-Perceptual Neurophonetic Parameters: A Prerequisite for the Assessment of Childhood Dysarthria

2020 ◽  
Vol 63 (4) ◽  
pp. 1071-1082
Author(s):  
Theresa Schölderle ◽  
Elisabet Haas ◽  
Wolfram Ziegler
Keyword(s):  
Assessment Tool ◽  
Developmental Trajectories ◽  
Voice Quality ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Age Norms ◽  
Elementary School Age ◽  
Speech Characteristics ◽  
Substantial Progress ◽  
Computer Based

Purpose The aim of this study was to collect auditory-perceptual data on established symptom categories of dysarthria from typically developing children between 3 and 9 years of age, for the purpose of creating age norms for dysarthria assessment. Method One hundred forty-four typically developing children (3;0–9;11 [years;months], 72 girls and 72 boys) participated. We used a computer-based game specifically designed for this study to elicit sentence repetitions and spontaneous speech samples. Speech recordings were analyzed using the auditory-perceptual criteria of the Bogenhausen Dysarthria Scales, a standardized German assessment tool for dysarthria in adults. The Bogenhausen Dysarthria Scales (scales and features) cover clinically relevant dimensions of speech and allow for an evaluation of well-established symptom categories of dysarthria. Results The typically developing children exhibited a number of speech characteristics overlapping with established symptom categories of dysarthria (e.g., breathy voice, frequent inspirations, reduced articulatory precision, decreased articulation rate). Substantial progress was observed between 3 and 9 years of age, but with different developmental trajectories across different dimensions. In several areas (e.g., respiration, voice quality), 9-year-olds still presented with salient developmental speech characteristics, while in other dimensions (e.g., prosodic modulation), features typically associated with dysarthria occurred only exceptionally, even in the 3-year-olds. Conclusions The acquisition of speech motor functions is a prolonged process not yet completed with 9 years. Various developmental influences (e.g., anatomic–physiological changes) shape children's speech specifically. Our findings are a first step toward establishing auditory-perceptual norms for dysarthria in children of kindergarten and elementary school age. Supplemental Material https://doi.org/10.23641/asha.12133380

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