Conformity, obedience, and behavior regulation.

Background: Cardiovascular health (CVH) declines with age starting in early childhood. Neurodevelopmental health (NDH) measures, such as executive function, in early childhood have been associated with subsequent behavioral and lifestyle outcomes; however, little is known about the association of NDH measures in early life with CVH during childhood. Objective: To assess the association of preschool NDH with CVH in later childhood/early adolescence. Methods: Among participants from the Multidimensional Assessment of Preschoolers Study (MAPS), we defined 3 neurodevelopment domains at baseline (ages 3-7 years): executive functioning, developmental functioning, and emotion and behavior regulation (each as a z-score of its component surveys and direct assessment). At the tween follow-up wave (ages 9-14 years), MAPS participants completed a CVH examination including assessment of physical activity, diet, blood pressure, and BMI defined as favorable vs unfavorable CVH metrics according to AHA recommendations. Multivariate logistic regression models were used to assess the association of each NDH domain with favorable/unfavorable CVH metrics at follow up. Models were adjusted for age, race, gender, and poverty. Results: We included 229 SES-diverse children (46.2% boys; 52% living in poverty at baseline; mean baseline age 4.7 yr; mean follow-up age: 11.3 yr). At follow-up, there were 179 (78.2%) children with favorable CVH and 50 (21.8%) children with unfavorable CVH. Better performance on all 3 NDH domains at baseline was demonstrated among children with favorable CVH at follow-up compared to those with unfavorable CVH, with mean z-score of 0.04 among those with favorable CVH compared to -0.15 among those with unfavorable CVH for executive functioning (p<0.001), 0.02 compared to -0.07 for developmental functioning (p=0.004), and 0.02 compared to -0.06 for emotion and behavior regulation (p=0.027). After adjustment, associations between executive functioning, developmental functioning, and emotion/behavior regulation and favorable CVH were attenuated to non-significance {OR (95% CI): 1.21 (0.80-1.81), 1.03 (0.64-1.67), 1.08 (0.73-1.59), respectively}. Conclusions: These findings suggest a possible association between neurodevelopmental domains and CVH, although findings were not significant after adjustment. The heterogeneity of the sample may have obscured effects and the moderating role of the environment may elucidate explanatory pathways. More research with larger sample sizes is needed to better understand the impact of early-life NDH with adolescent CVH.

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Vocabulary Development and Behavior Regulation

Word of Mouth ◽

10.1177/1048395015576730a ◽

2015 ◽

Vol 26 (5) ◽

pp. 6-9

Author(s):

Carol Westby

Keyword(s):

Vocabulary Development ◽

Behavior Regulation ◽

And Behavior

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Therapist's Guide to Pediatric Affect and Behavior Regulation

10.1016/c2010-0-67272-5 ◽

2013 ◽

Keyword(s):

Behavior Regulation ◽

And Behavior

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Suicide Risk in a National VA Sample: Smoking and Behavior Regulation Versus Psychiatric Diagnosis

Biological Psychiatry ◽

10.1016/j.biopsych.2021.02.789 ◽

2021 ◽

Vol 89 (9) ◽

pp. S316-S317

Author(s):

Alan Swann ◽

Anna Wilkinson ◽

David Graham ◽

Thomas Kosten

Keyword(s):

Psychiatric Diagnosis ◽

Suicide Risk ◽

Behavior Regulation ◽

And Behavior

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The Early Childhood Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) training model: a crossroad of mental health and early childhood education

The Journal of Mental Health Training Education and Practice ◽

10.1108/jmhtep-02-2015-0006 ◽

2016 ◽

Vol 11 (1) ◽

pp. 48-60 ◽

Cited By ~ 1

Author(s):

Shulamit Natan Ritblatt

Keyword(s):

Mental Health ◽

Early Childhood ◽

Young Children ◽

Training Model ◽

Theory And Practice ◽

Children And Families ◽

Behavior Regulation ◽

Certificate Program ◽

Content Type ◽

And Behavior

Purpose – The purpose of this paper is to present the Early Childhood-Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) Certificate Program model integrating knowledge and practice. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice supporting young children and families. It is designed to help teachers and early childhood professionals to internalize the skills and competencies needed to address challenging behaviors in their classrooms or at homes so that they can meet the critical social-emotional and behavioral needs of children. Design/methodology/approach – The paper will provide: research-based information to establish the need for such training programs; the rational to the conceptual framework of the EC-SEBRIS Certificate Program; the depiction of the wraparound training model, which uses triple coaching and mentoring methods: reflective supervision, videotaping, and on-site coaching for teachers; and a preliminary evaluation of the program, and future plans. Findings – The EC-SEBRIS Certificate Program is at its early implementation stage. The author have graduated four cohorts, for a total of 113, early childhood professionals who have been hired to enhance the behavioral health services provided to young children and families. Overall, results suggest that the students’ knowledge base and confidence improved from time 1 to time 2 for each of the knowledge-based courses. Research limitations/implications – This is a conceptual paper. Practical implications – The program bridges the early childhood education (ECE) and early childhood mental health fields, and recognizes the important role that early care and education professionals play in the socio-emotional development of young children. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice in the field supporting young children and families. Social implications – Challenging behaviors are one of the issues all early childhood educators have to deal within their classrooms. The model, as presented in the manuscript, can be implemented in other higher education institutions to enhance the skill sets of professionals who need to respond to this critical need and support healthy development of young children. Originality/value – This is an original model emphasizing the importance of training early childhood educators to support emotion and behavior regulation in young children. The paper presents a cutting edge teaching model which integrates knowledge, practice, and reflective practice. This training model focuses on the ECE workforce as the front line to the provision of early childhood mental health support.

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