scholarly journals Longitudinal methods for life course research: A comparison of sequence analysis, latent class growth models, and multi-state event history models for studying partnership transitions

2017 ◽  
Vol 8 (2) ◽  
pp. 191-208 ◽  
Author(s):  
Julia Mikolai ◽  
Mark Lyons-Amos
Keyword(s):  
Sequence Analysis ◽  
Life Course ◽  
Latent Class ◽  
Growth Models ◽  
Event History ◽  
Longitudinal Methods ◽  
Latent Class Growth

How to use sequence analysis for life course epidemiology? An example on HIV-positive Sub-Saharan migrants in France

2018 ◽  
Vol 72 (6) ◽  
pp. 507-512
Author(s):  
Anne Gosselin ◽  
Annabel Desgrées du Loû ◽  
Eva Lelièvre
Keyword(s):  
Sequence Analysis ◽  
Life Course ◽  
Social Epidemiology ◽  
Cox Model ◽  
Hiv Care ◽  
Event History ◽  
Hiv Diagnosis ◽  
Life Course Epidemiology ◽  
Paris Region ◽  
Sub Saharan

BackgroundLife course epidemiology is now an established field in social epidemiology; in sociodemography, the quantitative analysis of biographies recently experienced significant trend from event history analysis to sequence analysis. The purpose of this article is to introduce and adapt this methodology to a social epidemiology question, taking the example of the impact of HIV diagnosis on Sub-Saharan migrants’ residential trajectories in the Paris region.MethodsThe sample consists of 640 migrants born in Sub-Saharan Africa receiving HIV care. They were interviewed in healthcare facilities in the Paris region within the PARCOURS project, conducted from 2012 to 2013, using life event history calendars, which recorded year by year their health, family and residential histories. We introduce a two-step methodological approach consisting of (1) sequence analysis by optimal matching to build a typology of migrants’ residential pathways before and after diagnosis, and (2) a Cox model of the probability to experience changes in the residential situation.ResultsThe seven-clusters typology shows that for a majority, the HIV diagnosis did not entail changes in residential situation. However 30% of the migrants experienced a change in their residential situation at time of diagnosis. The Cox model analysis reveals that this residential change was in fact moving in with one’s partner (HR 2.99, P<0.000) rather than network rejection.ConclusionThis original combination of sequence analysis and Cox models is a powerful process that could be applied to other themes and constitutes a new approach in the life course epidemiology toolbox.Trial registration numberNCT02566148.

Zero-Inflated Latent Class Growth Models: A Tutorial Using Data From a Longitudinal Cohort

2013 ◽  
Author(s):  
Trynke Hoekstra ◽  
Sterling M. Mcpherson ◽  
Celestina Barbosa-Leiker ◽  
Jos W. R. Twisk
Keyword(s):  
Latent Class ◽  
Growth Models ◽  
Longitudinal Cohort ◽  
Using Data ◽  
Latent Class Growth

scholarly journals Preschool Intervention Can Promote Sustained Growth in the Executive-Function Skills of Children Exhibiting Early Deficits

2017 ◽  
Vol 28 (12) ◽  
pp. 1719-1730 ◽  
Author(s):  
Tyler R. Sasser ◽  
Karen L. Bierman ◽  
Brenda Heinrichs ◽  
Robert L. Nix
Keyword(s):  
Executive Function ◽  
Head Start ◽  
Latent Class ◽  
Intervention Group ◽  
Third Grade ◽  
Control Group ◽  
Social Emotional ◽  
Usual Practice ◽  
Preschool Intervention ◽  
Latent Class Growth

This study examined the effects of the Head Start Research-Based, Developmentally Informed (REDI) preschool intervention on growth in children’s executive-function (EF) skills from preschool through third grade. Across 25 Head Start centers, each of 44 classrooms was randomly assigned either to an intervention group, which received enhanced social-emotional and language-literacy components, or to a “usual-practice” control group. Four-year-old children ( N = 356; 25% African American, 17% Latino, 58% European American; 54% girls) were followed for 5 years, and EF skills were assessed annually. Latent-class growth analysis identified high, moderate, and low developmental EF trajectories. For children with low EF trajectories, the intervention improved EF scores in third grade significantly more ( d = 0.58) than in the control group. Children who received the intervention also demonstrated better academic outcomes in third grade than children who did not. Poverty often delays EF development; enriching the Head Start program with an evidence-based curriculum and teaching strategies can reduce early deficits and thereby facilitate school success.

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