Hostname: page-component-586b7cd67f-vdxz6 Total loading time: 0 Render date: 2024-11-26T09:11:12.514Z Has data issue: false hasContentIssue false
  • English
  • Français

Effects of a school readiness intervention on electrophysiological indices of external response monitoring in children in foster care

Published online by Cambridge University Press:  03 June 2020

Jacqueline Bruce Open the ORCID record for Jacqueline Bruce [Opens in a new window] ,
Katherine C. Pears ,
Jennifer Martin McDermott ,
Nathan A. Fox  and
Philip A. Fisher
Jacqueline Bruce*
Affiliation:
Oregon Social Learning Center, Eugene, OR, USA
Katherine C. Pears
Affiliation:
Oregon Social Learning Center, Eugene, OR, USA
Jennifer Martin McDermott
Affiliation:
Department of Psychological and Brain Sciences, University of Massachusetts, Amherst, MA, USA
Nathan A. Fox
Affiliation:
Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
Philip A. Fisher
Affiliation:
Department of Psychology, University of Oregon, Eugene, OR, USA
*
Author for correspondence: Jacqueline Bruce, Oregon Social Learning Center, 10 Shelton McMurphey Boulevard, Eugene, OR 97401; E-mail: [email protected].
Get access Rights & Permissions [Opens in a new window]

Abstract

This study examined the impact of a school readiness intervention on external response monitoring in children in foster care. Behavioral and event-related potential (ERP) data were collected during a flanker task from children who received the Kids In Transition to School (KITS) Program (n = 26) and children who received services as usual (n = 19) before and after the intervention. While there were no significant group differences on the behavioral data, the ERP data for the two groups of children significantly differed. Specifically, in contrast to the children who received services as usual, the children who received the KITS Program displayed greater amplitude differences between positive and negative performance feedback over time for the N1, which reflects early attention processes, and feedback-related negativity, which reflects evaluation processes. In addition, although the two groups did not differ on amplitude differences between positive and negative performance feedback for these ERP components before the intervention, the children who received the KITS Program displayed greater amplitude differences than the children who received services as usual after the intervention. These results suggest that the KITS Program had an effect on responsivity to external performance feedback, which may be beneficial during the transition into kindergarten.

Keywords

event-related potentialfoster carepreventive interventionresponse monitoringschool readiness
Type
Regular Articles
Information
Development and Psychopathology , Volume 33 , Issue 3 , August 2021 , pp. 832 - 842
Copyright
Copyright © Cambridge University Press 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Barnett, D., Manly, J. T., & Cicchetti, D. (1993). Defining child maltreatment: The interface between policy and research. In Cicchetti, D. & Toth, S. L. (Eds.), Child abuse, child development, and social policy (Vol. 8, pp. 7–73). Norwood, NJ: Ablex.Google Scholar
Berg, K. L., Shiu, C.-S., Feinstein, R. T., Acharya, K., MeDrano, J., & Msall, M. E. (2019). Children with developmental disabilities experience higher levels of adversity. Research in Developmental Disabilities, 89, 105–113. doi:10.1016/j.ridd.2019.03.011CrossRefGoogle ScholarPubMed
Bolger, K. E., & Patterson, C. J. (2001). Developmental pathways from child maltreatment to peer rejection. Child Development, 72, 549–568. doi:10.1111/1467-8624.00296CrossRefGoogle ScholarPubMed
Bruce, J., McDermott, J. M., Fisher, P. A., & Fox, N. A. (2009). Using behavioral and electrophysiological measures to assess the effects of a preventive intervention: A preliminary study with preschool-aged foster children. Prevention Science, 10, 129–140. doi:10.1007/s11121-008-0115-8CrossRefGoogle ScholarPubMed
Cohen, R. A., Grieve, S., Hoth, K. F., Paul, R. H., Sweet, L., Tate, D., … Williams, L. M. (2006). Early life stress and morphometry of the adult anterior cingulate cortex and caudate nuclei. Biological Psychiatry, 59, 975–982. doi:10.1016/j.biopsych.2005.12.016CrossRefGoogle ScholarPubMed
Crone, E. A., Jennings, J. R., & van der Molen, M. W. (2004). Developmental change in feedback processing as reflected by phasic heart rate changes. Developmental Psychology, 40, 1228–1238. doi:10.1037/0012-1649.40.6.1228CrossRefGoogle ScholarPubMed
Dannlowski, U., Stuhrmann, A., Beutelmann, V., Zwanzger, P., Lenzen, T., Grotegerd, D., … Kugel, H. (2012). Limbic scars: Long-term consequences of childhood maltreatment revealed by functional and structural magnetic resonance imaging. Biological Psychiatry, 71, 286–293. doi:10.1016/j.biopsych.2011.10.021CrossRefGoogle ScholarPubMed
Davies, P. L., Segalowitz, S. J., & Gavin, W. J. (2004). Development of response-monitoring ERPs in 7- to 25-year-olds. Developmental Neuropsychology, 25, 355–376. doi:10.1207/s15326942dn2503_6CrossRefGoogle ScholarPubMed
De Bellis, M. D. (2001). Developmental traumatology: The psychobiological development of maltreated children and its implications for research, treatment, and policy. Development and Psychopathology, 13, 539–564. doi:10.1017/s0954579401003078CrossRefGoogle ScholarPubMed
De Bellis, M. D., Keshavan, M. S., Spencer, S., & Hall, J. (2000). N-acetylaspartate concentration in the anterior cingulate of maltreated children and adolescents with PTSD. American Journal of Psychiatry, 157, 1175–1177. doi:10.1176/appi.ajp.157.7.1175CrossRefGoogle ScholarPubMed
Durston, S., Mulder, M., Casey, B. J., Ziermans, T., & van Engeland, H. (2006). Activation in ventral prefrontal cortex is sensitive to genetic vulnerability for attention-deficit hyperactivity disorder. Biological Psychiatry, 60, 1062–1070. doi:10.1016/j.biopsych.2005.12.020CrossRefGoogle ScholarPubMed
Eppinger, B., Mock, B., & Kray, J. (2009). Developmental differences in learning and error processing: Evidence from ERPs. Psychophysiology, 46, 1043–1053. doi:10.1111/j.1469-8986.2009.00838.xCrossRefGoogle ScholarPubMed
Fishbein, D. (2000). The importance of neurobiological research to the prevention of psychopathology. Prevention Science, 1, 89–106. doi:10.1023/a:1010090114858CrossRefGoogle ScholarPubMed
Gavin, W. J., Lin, M. H., & Davies, P. L. (2019). Developmental trends of performance monitoring measures in 7- to 25-year-olds: Unraveling the complex nature of brain measures. Psychophysiology, 56, 1–22. doi:10.1111/psyp.13365CrossRefGoogle ScholarPubMed
Gehring, W. J., & Willoughby, A. R. (2002). The medial frontal cortex and the rapid processing of monetary gains and losses. Science, 295, 2279–2282. doi:10.1126/science.1066893CrossRefGoogle ScholarPubMed
Gilliam, K. S., & Fisher, P. A. (2014). Multidimensional Treatment Foster Care for Preschoolers: A program for maltreated children in the child welfare system. In Timmer, S. & Urquiza, A. (Eds.), Evidence-based approaches for the treatment of maltreated children: Considering core components and treatment effectiveness (pp. 145–162). New York: Springer.10.1007/978-94-007-7404-9_9CrossRefGoogle Scholar
Gunnar, M. R., Fisher, P. A., & Early Experience Stress and Prevention Network. (2006). Bringing basic research on early experience and stress neurobiology to bear on preventive interventions for neglected and maltreated children. Development and Psychopathology, 18, 651–677. doi:10.10170s0954579406060330CrossRefGoogle ScholarPubMed
Hauser, T. U., Iannaccone, R., Stämpfli, P., Drechsler, R., Brandeis, D., Walitza, S., & Brem, S. (2014). The feedback-related negativity (FRN) revisited: New insights into the localization, meaning and network organization. NeuroImage, 84, 159–168. doi:10.1016/j.neuroimage.2013.08.028CrossRefGoogle ScholarPubMed
Holroyd, C. B., & Krigolson, O. E. (2007). Reward prediction error signals associated with a modified time estimation task. Psychophysiology, 44, 913–917. doi:10.1111/j.1469-8986.2007.00561.xCrossRefGoogle ScholarPubMed
Holroyd, C. B., Nieuwenhuis, S., Mars, R. B., & Coles, M. G. H. (2004). Anterior cingulate cortex, selection for action, and error processing. In Posner, M. I. (Ed.), Cognitive neuroscience of attention (pp. 219–231). New York: Guilford Press.Google Scholar
Jankowski, K. F., Bruce, J., Beauchamp, K. G., Roos, L. E., Moore, W. E., & Fisher, P. A. (2017). Preliminary evidence of the impact of early childhood maltreatment and a preventive intervention on neural patterns of response inhibition in early adolescence. Developmental Science, 20, e12413. doi:10.1111/desc.12413CrossRefGoogle Scholar
Jasper, H. H. (1958). The ten-twenty electrode system of the International Federation. Electroencephalography and Clinical Neurophysiology, 10, 371–375.Google Scholar
Karayanidis, F., Robaey, P., Bourassa, M., De Koning, D., Geoffroy, G., & Pelletier, G. (2000). ERP differences in visual attention processing between attention-deficit hyperactivity disorder and control boys in the absence of preformance differences. Psychophysiology, 37, 319–333. doi:10.1111/1469-8986.3730319CrossRefGoogle Scholar
Kelly, P. A., Viding, E., Wallace, G. L., Schaer, M., De Brito, S. A., Robustelli, B., & McCrory, E. J. (2013). Cortical thickness, surface area, and gyrification abnormalities in children exposed to maltreatment: Neural markers of vulnerability? Biological Psychiatry, 74, 845–852. doi:10.1016/j.biopsych.2013.06.020CrossRefGoogle Scholar
Kessler, R. C., Pecora, P. J., Williams, J., Hiripi, E., O'Brien, K., English, D., … Sampson, N. A. (2008). Effects of enhanced foster care on the long-term physical and mental health of foster care alumni. Archives of General Psychiatry, 65, 625–633. doi:10.1001/archpsyc.65.6.625CrossRefGoogle ScholarPubMed
Krigolson, O. E. (2018). Event-related brain potentials and the study of reward processing: Methodological considerations. International Journal of Psychophysiology, 132, 175–183. doi:10.1016/j.ijpsycho.2017.11.007CrossRefGoogle Scholar
Leslie, L. K., Gordon, J. N., Ganger, W., & Gist, K. (2002). Developmental delay in young children in child welfare by initial placement type. Infant Mental Health Journal, 23, 496–516. doi:10.1002/imhj.10030CrossRefGoogle Scholar
Loman, M. M., Johnson, A. E., Westerlund, A., Pollak, S. D., Nelson, C. A., & Gunnar, M. R. (2013). The effect of early deprivation on executive attention in middle childhood. Journal of Child Psychology and Psychiatry, 54, 37–45. doi:10.1111/j.1469-7610.2012.02602.xCrossRefGoogle ScholarPubMed
Lupien, S. J., McEwen, B. S., Gunnar, M. R., & Heim, C. (2009). Effects of stress throughout the lifespan on the brain, behaviour and cognition. Nature Reviews Neuroscience, 10, 434–445.10.1038/nrn2639CrossRefGoogle ScholarPubMed
Luu, P., Tucker, D. M., Derryberry, D., Reed, M., & Poulsen, C. (2003). Electrophysiological responses to errors and feedback in the process of action regulation. Psychological Science, 14, 47–53. doi:10.1111/1467-9280.01417CrossRefGoogle ScholarPubMed
McDermott, J. M., Pears, K. C., Bruce, J., Kim, H. K., Roos, L. E., Yoerger, K., & Fisher, P. A. (2018). Improving kindergarten readiness in children with developmental disabilities: Changes in neural correlates of response monitoring. Applied Neuropsychology: Child, 7, 187–199. doi:10.1080/21622965.2017.1286239CrossRefGoogle ScholarPubMed
McDermott, J. M., Perez-Edgar, K., & Fox, N. A. (2007). Variations of the flanker paradigm: Assessing selective attention in young children. Behavior Research Methods, 39, 62–70. doi:10.3758/bf03192844CrossRefGoogle ScholarPubMed
McDermott, J. M., Troller-Renfree, S., Vanderwert, R., Nelson, C. A., Zeanah, C. H., & Fox, N. A. (2013). Psychosocial deprivation, executive functions, and the emergence of socio-emotional behavior problems. Frontiers in Human Neuroscience, 7, 167. doi:10.3389/fnhum.2013.00167CrossRefGoogle ScholarPubMed
McDermott, J. M., Westerlund, A., Zeanah, C. H., Nelson, C. A., & Fox, N. A. (2012). Early adversity and neural correlates of executive function: Implications for academic adjustment. Developmental Cognitive Neuroscience, 2, S59–S66. doi:10.1016/j.dcn.2011.09.008CrossRefGoogle ScholarPubMed
Nelson, C. A. III, Fox, N. A., & Zeanah, C. H. (2014). Romania's abandoned children: Deprivation, brain development, and the struggle for recovery. Cambridge, MA: Harvard University Press.10.4159/harvard.9780674726079CrossRefGoogle Scholar
Nieuwenhuis, S., Slagter, H. A., von Geusau, N. J. A., Heslenfeld, D. J., & Holroyd, C. B. (2005). Knowing good from bad: Differential activation of human cortical areas by positive and negative outcomes. European Journal of Neuroscience, 21, 3161–3168. doi:10.1111/j.1460-9568.2005.04152.xCrossRefGoogle ScholarPubMed
O'Leary, A. P., & Sloutsky, V. M. (2017). Carving metacognition at its joints: Protracted development of component processes. Child Development, 88, 1015–1032. doi:10.1111/cdev.12644CrossRefGoogle ScholarPubMed
O'Leary, A. P., & Sloutsky, V. M. (2019). Components of metacognition can function independently across development. Developmental Psychology, 55, 315–328. doi:10.1037/dev0000645CrossRefGoogle ScholarPubMed
Overbye, K., Walhovd, K. B., Paus, T., Fjell, A. M., Huster, R. J., & Tamnes, C. K. (2019). Error processing in the adolescent brain: Age-related differences in electrophysiology, behavioral adaptation, and brain morphology. Developmental Cognitive Neuroscience, 38, 100665. doi:10.1016/j.dcn.2019.100665CrossRefGoogle ScholarPubMed
Pears, K. C., Carpenter, L., Kim, H. K., Peterson, E., & Fisher, P. A. (2018). The Kids In Transition to School Program. In Mashburn, A. J., LoCasale-Crouch, J., & Pears, K. C. (Eds.), Kindergarten transition and readiness: Promoting cognitive, social-emotional, and self-regulatory development (pp. 283–302). New York: Springer.10.1007/978-3-319-90200-5_13CrossRefGoogle Scholar
Pears, K. C., & Fisher, P. A. (2005). Developmental, cognitive, and neuropsychological functioning in preschool-aged foster children: Associations with prior maltreatment and placement history. Developmental and Behavioral Pediatrics, 26, 112–122. doi:10.1097/00004703-200504000-00006CrossRefGoogle ScholarPubMed
Pears, K. C., Fisher, P. A., Bruce, J., Kim, H. K., & Yoerger, K. (2010). Early elementary school adjustment of maltreated children in foster care: The roles of inhibitory control and caregiver involvement. Child Development, 81, 1550–1564. doi:10.1111/j.1467-8624.2010.01491.xCrossRefGoogle ScholarPubMed
Pears, K. C., Fisher, P. A., Kim, H. K., Bruce, J., Healey, C. V., & Yoerger, K. (2013). Immediate effects of a school readiness intervention for children in foster care. Early Education and Development, 24, 771–791. doi:10.1080/10409289.2013.736037CrossRefGoogle ScholarPubMed
Pears, K. C., Kim, H. K., & Fisher, P. A. (2016). Decreasing risk factors for later alcohol use and antisocial behaviors in children in foster care by increasing early promotive factors. Children and Youth Services Review, 65, 156–165. doi:10.1016/j.childyouth.2016.04.005CrossRefGoogle ScholarPubMed
Pechtel, P., & Pizzagalli, D. A. (2013). Disrupted reinforcement learning and maladaptive behavior in women with a history of childhood sexual abuse: A high-density event-related potential study. Journal of the American Medical Association Psychiatry, 70, 499–507. doi:10.1001/jamapsychiatry.2013.728Google ScholarPubMed
Ridderinkhof, K. R., van der Molan, M. W., Band, G. P. H., & Bashore, T. R. (1997). Sources of interference from irrelevant information: A developmental study. Journal of Experimental Child Psychology, 65, 315–341. doi:10.1006/jecp.1997.2367CrossRefGoogle ScholarPubMed
Rueda, M. R., Checa, P., & Cómbita, L. M. (2012). Enhanced efficiency of the executive attention network after training in preschool children: Immediate changes and effects after two months. Developmental Cognitive Neuroscience, 2, S192–S204. doi:10.1016/j.dcn.2011.09.004CrossRefGoogle ScholarPubMed
Santesso, D. L., & Segalowitz, S. J. (2008). Developmental differences in error-related ERPs in middle- to late-adolescent males. Developmental Psychology, 44, 205–217. doi:10.1037/0012-1649.44.1.205CrossRefGoogle ScholarPubMed
Smithgall, C., Gladden, R. M., Howard, E., Goerge, R. M., & Courtney, M. E. (2004). Educational experiences of children in out-of-home care. Chicago, IL: Chapin Hall Center for Children at the University of Chicago.Google Scholar
Stein, E. (1997). Teachers’ assessments of children in foster care. Developmental Disabilities Bulletin, 25, 1–17.Google Scholar
Teicher, M. H., Andersen, S. L., Polcari, A., Anderson, C. M., Navalta, C. P., & Kim, D. M. (2003). The neurobiological consequences of early stress and childhood maltreatment. Neuroscience and Biobehavioral Reviews, 27, 33–44.10.1016/S0149-7634(03)00007-1CrossRefGoogle ScholarPubMed
Tomoda, A., Suzuki, H., Rabi, K., Sheu, Y.-S., Polcari, A., & Teicher, M. H. (2009). Reduced prefrontal cortical gray matter volume in young adults exposed to harsh corporal punishment. NeuroImage, 47, T66–T71. doi:10.1016/j.neuroimage.2009.03.005CrossRefGoogle ScholarPubMed
van der Helden, J., Boksem, M. A. S., & Blom, J. H. G. (2010). The importance of failure: Feedback-related negativity predicts motor learning efficiency. Cerebral Cortex, 20, 1596–1603. doi:10.1093/cercor/bhp224CrossRefGoogle ScholarPubMed
van Meel, C. S., Oosterlaan, J., Heslenfeld, D. J., & Sergeant, J. A. (2005). Telling good from bad news: ADHD differentially affects processing of positive and negative feedback during guessing. Neuropsychologia, 43, 1946–1954. doi:10.1016/j.neuropsychologia.2005.03.018CrossRefGoogle ScholarPubMed
van Veen, V., & Carter, C. S. (2002). The timing of action-monitoring processes in the anterior cingulate cortex. Journal of Cognitive Neuroscience, 14, 593–602. doi:10.1162/08989290260045837CrossRefGoogle ScholarPubMed
Wechsler, D. (2002). Wechsler Preschool and Primary Scales of Intelligence (3rd ed.). San Antonio, TX: Psychological Corporation.Google Scholar
Zima, B. T., Bussing, R., Freeman, S., Yang, X., Belin, T. R., & Forness, S. R. (2000). Behavior problems, academic skill delays and school failure among school-aged children in foster care: Their relationship to placement characteristics. Journal of Child and Family Studies, 9, 87–103. doi:10.1023/a:1009415800475CrossRefGoogle Scholar