Children with both a language impairment and a learning disability are at risk for poor social competence. Yet the processes that place these children at risk remain unclear. A developmental–organizational perspective was used to explore processes underlying risk for poor social competence among language learning disabled children. To this end, the relative influences of language learning disability and social discourse skills on social competence were examined in 50 language learning disabled (LLD) and 50 control (non-LLD) children aged 8–12 years. Findings indicated that social discourse skills mediated the relation between LLD status and children's social competence. Specifically, a domain of social discourse, figurative language, was the strongest mediator of the effect of LLD status on social competence. Additionally, differences were confirmed between the LLD and non-LLD group in two domains of social discourse, recreating sentences and figurative language, as well as social competence. Two other domains of social discourse, understanding ambiguous sentences and making inferences, did not discriminate the groups. The findings emphasize the importance of analyzing interrelations among domains to identify critical factors related to developmental outcomes.

Children's observed effortful control (EC) at 30, 42, and 54 months (n = 145) was predicted from the interaction between mothers' observed parenting with their 30-month-olds and three variants of the solute carrier family C6, member 3 (SLC6A3) dopamine transporter gene (single nucleotide polymorphisms in intron8 and intron13, and a 40 base pair variable number tandem repeat [VNTR] in the 3′-untranslated region [UTR]), as well as haplotypes of these variants. Significant moderating effects were found. Children without the intron8-A/intron13-G, intron8-A/3′-UTR VNTR-10, or intron13-G/3′-UTR VNTR-10 haplotypes (i.e., haplotypes associated with the reduced SLC6A3 gene expression and thus lower dopamine functioning) appeared to demonstrate altered levels of EC as a function of maternal parenting quality, whereas children with these haplotypes demonstrated a similar EC level regardless of the parenting quality. Children with these haplotypes demonstrated a trade-off, such that they showed higher EC, relative to their counterparts without these haplotypes, when exposed to less supportive maternal parenting. The findings revealed a diathesis–stress pattern and suggested that different SLC6A3 haplotypes, but not single variants, might represent different levels of young children's sensitivity/responsivity to early parenting.

Structural and functional magnetic resonance imaging (MRI) are increasingly common research methods among investigators interested in typically and atypically developing populations. However, the effective use of these tools requires an understanding of the basis of the magnetic resonance signal, as well as some of the additional experimental complications that arise when collecting MRI data from developmental populations. This primer provides a foundation for investigators who wish to utilize MRI methods in their research and whose primary interest involves typically and atypically developing populations. The basic concepts of MRI physics are introduced, as well as the typical MRI scanner components and their role in MRI data acquisition. In addition, a variety of scan types (structural, functional, diffusion tensor) are discussed, along with a number of important experimental design factors that can impact the quality and utility of the data collected. Special consideration is given to working with pediatric and special populations.

This article presents our response to the comments of Baron-Cohen, Harris, Hobson, and Leslie and Happé. We suggest that a singular cognitive hypothesis does not provide a parsimonious explanation of autism. We argue that certain aspects of autism, including observations of joint-attention deficits and observations of deficits in the prosodic elements of speech, may best be explained in terms of both cognitive and affective factors. We also acknowledge the validity of the criticism of our contingency processing deficit hypothesis (Mundy & Sigman, 1989a). In response to this criticism, we offer a modification of our model of joint-attention skill deficits in autistic children.

Translational research focuses on innovation in healthcare settings, but this is a two-way process that may have implications for either treatment or prevention. Smoking and lung cancer and the fetal alcohol syndrome are used as examples. Experimental medicine that budges basic and clinical science often constitutes a key way forward. Areas of scientific progress and challenge are discussed in relation to drug action, social cognition, cognitive neuroscience, molecular genetics, gene–environment interaction, and epigenetics. Key concepts and challenges in relation to stress include toxicity, allostatic load, the hypothalamus–pituitary–adrenal axis, and objectives versus subjective stress. The reasons for the need to test causal inferences are discussed. Various kinds of “natural experiments” are discussed in illustration using the assisted conception design, the discordant monozygotic twin design, and the study of universal exposure. Animal models are discussed in relation to enrichment and deprivation effects and the effects of infant separation experiences, epigenetic effects, and the biological embedding of experiences. Translational issues are discussed in relation to the hypothalamic–pituitary–adrenal axis, epigenetics, and inflammation. In conclusion, it is suggested that there are immediate possibilities for experimental medicine but caution is needed with respect to moving into translation too quickly.

Impairment in reciprocal social behavior (RSB), an essential component of early social competence, clinically defines autism spectrum disorder (ASD). However, the behavioral and genetic architecture of RSB in toddlerhood, when ASD first emerges, has not been fully characterized. We analyzed data from a quantitative video-referenced rating of RSB (vrRSB) in two toddler samples: a community-based volunteer research registry (n = 1,563) and an ethnically diverse, longitudinal twin sample ascertained from two state birth registries (n = 714). Variation in RSB was continuously distributed, temporally stable, significantly associated with ASD risk at age 18 months, and only modestly explained by sociodemographic and medical factors (r2 = 9.4%). Five latent RSB factors were identified and corresponded to aspects of social communication or restricted repetitive behaviors, the two core ASD symptom domains. Quantitative genetic analyses indicated substantial heritability for all factors at age 24 months (h2 ≥ .61). Genetic influences strongly overlapped across all factors, with a social motivation factor showing evidence of newly-emerging genetic influences between the ages of 18 and 24 months. RSB constitutes a heritable, trait-like competency whose factorial and genetic structure is generalized across diverse populations, demonstrating its role as an early, enduring dimension of inherited variation in human social behavior. Substantially overlapping RSB domains, measurable when core ASD features arise and consolidate, may serve as markers of specific pathways to autism and anchors to inform determinants of autism's heterogeneity.

Childhood adversity is associated with higher adult weight, but few investigations prospectively test mechanisms accounting for this association. Using two socioeconomically high-risk prospective longitudinal investigations, the Minnesota Longitudinal Study of Risk and Adaptation (MLSRA; N = 267; 45.3% female) and the Fragile Families and Child Wellbeing Study (FFCWS; n = 2,587; 48.5% female), pathways between childhood adversity and later body mass index (BMI) were tested using impulsivity, emotion dysregulation, and overeating as mediators. Childhood adversity from 0 to 5 years included four types of adversities: greater unpredictability, threat/abuse, deprivation/neglect, and low socioeconomic status. Parents reported on child impulsivity, emotion dysregulation, and overeating. Height and weight were self-reported and measured at 32 and 37 years in MLSRA and at 15 years in FFCWS. FFCWS results indicated that threat, deprivation, and low socioeconomic status predicted greater impulsivity and emotion dysregulation at 5 years, which in turn predicted greater overeating at 9 years and higher BMI z-score at 15 years. Early unpredictability in FFCWS predicted higher BMI through greater impulsivity but not emotion dysregulation at age 5. MLSRA regression results replicated the threat/abuse → emotion dysregulation → overeating → higher BMI pathway. These findings suggest that different dimensions of early adversity may follow both similar and unique pathways to predict BMI.

Preconception and prenatal stress impact fetal and infant development, and women of color are disproportionately exposed to sociocultural stressors like discrimination and acculturative stress. However, few studies examine links between mothers’ exposure to these stressors and offspring mental health, or possible mitigating factors. Using linear regression, we tested associations between prenatally assessed maternal acculturative stress and discrimination on infant negative emotionality among 113 Latinx/Hispanic, Asian American, Black, and Multiethnic mothers and their children. Additionally, we tested interactions between stressors and potential pre- and postnatal resilience-promoting factors: community cohesion, social support, communalism, and parenting self-efficacy. Discrimination and acculturative stress were related to more infant negative emotionality at approximately 12 months old (M = 12.6, SD = .75). In contrast, maternal report of parenting self-efficacy when infants were 6 months old was related to lower levels of infant negative emotionality. Further, higher levels of parenting self-efficacy mitigated the relation between acculturative stress and negative emotionality. Preconception and prenatal exposure to sociocultural stress may be a risk factor for poor offspring mental health. Maternal and child health researchers, policymakers, and practitioners should prioritize further understanding these relations, reducing exposure to sociocultural stressors, and promoting resilience.

Internalizing symptoms are the most prevalent mental health problem in adolescents, with sharp increases seen, particularly for girls, and evidence that young people today report more problems than previous generations. It is therefore critical to measure and monitor these states on a large scale and consider correlates. We used novel panel network methodology to explore relationships between internalizing symptoms, well-being, and inter/intrapersonal indicators. A multiverse design was used with 32 conditions to consider the stability of results across arbitrary researcher decisions in a large community sample over three years (N = 15,843, aged 11–12 at Time 1). Networks were consistently similar for girls and boys. Stable trait-like effects within anxiety, attentional, and social indicators were found. Within-person networks were densely connected and suggested mental health and inter/intrapersonal correlates related to one another in similar complex ways. The multiverse design suggested the particular operationalization of items can substantially influence conclusions. Nevertheless, indicators such as thinking clearly, unhappiness, dealing with stress, and worry showed more consistent centrality, suggesting these indicators may play particularly important roles in the development of mental health in adolescence.

This systematic review examined how anxiety symptoms and anxiety disorders relate to academic achievement, school dropout, and academic self-concept. Studies with children or adult samples were included in seven meta-analyses (ks for number of samples ranged from 5 to 156; N’s for participants ranged from 780 to 37, 203). Results revealed significant but very small effect sizes for the relations between anxiety and overall academic achievement (r = −.06), language achievement (r = −.07), and math achievement (r = −.09), and a nonsignificant effect size for science achievement (r = −.01). Participants with greater anxiety were also significantly more likely to not complete high school (r = .11). They also had a poorer overall academic self-concept (r = −.25) and mathematics self-concept (r = −.30). Few methodological moderators (e.g., study design, age) were significant. Results show that anxiety does not strongly hinder academic achievement, but it is an important correlate of dropout and academic self-concept, which in turn could contribute to poorer life outcomes. Interventions and preventive programs need to consider ways to ameliorate the relations of anxiety with academic outcomes, especially school continuation and academic self-concept. Future studies should identify risk factors that may amplify these relations.

Social anxiety disorder (SAD) is commonly diagnosed during adolescence and is associated with psychological stress reactivity and heightened physiological arousal. No study, however, has systematically examined which aspects of autonomic nervous system function mediate likely links between stress sensitivity and social anxiety symptoms in adolescents. Here, we assessed 163 adolescents (90 females; 12.29 ± 1.39 years) with respect to life stress and social anxiety symptoms, and measured respiratory sinus arrhythmia (RSA) and skin conductance levels (SCL) during a psychosocial stress paradigm. We operationalized stress sensitivity as the residual variance in subjective stress severity after accounting for objective severity and changes in autonomic regulation using standardized change scores in RSA and SCL. In females only, stress sensitivity and social anxiety symptoms were significantly correlated with each other (p < .001) and with autonomic regulation during both reactivity and recovery (all ps < 0.04). Further, sympathetic nervous system dominance during recovery specifically mediated associations between stress sensitivity and social anxiety symptoms (B = 1.06, 95% CI: 0.02–2.64). In contrast, in males, stress sensitivity, autonomic regulation during reactivity or recovery, and social anxiety symptoms were not significantly associated (all ps > 0.1). We interpret these results in the context of psychobiological models of SAD and discuss implications for interventions targeting autonomic processes.

We sought to determine which patterns of direct and indirect aggression and victimization are most clearly associated with self-harm in adolescent girls and boys cross-sectionally at two time points, as well as prospectively over one year. A cluster analysis using the LICUR procedure (Bergman, 1998) was employed to identify stable patterns of aggression and victimization in a community cohort of 883 Swedish adolescents (51% girls; mean age 14.5). The results showed that a pattern combining high aggression with high victimization was consistently associated with high levels of self-harm in both genders, both cross-sectionally and prospectively. Additionally, this pattern of aggressive victims was a clear risk factor for the development of repetitive self-harm over a one-year period in both girls (odds ratio 13.58) and boys (odds ratio 5.72). We also found several gender differences: In girls, subgroups characterized by high victimization (aggressive victims and non-aggressive victims) had the highest levels of self-harm, whereas in boys the patterns characterized by high aggression (aggressive victims and aggressive non-victims) seemed more relevant. The findings concerning the aggressive victim cluster are clear warning signs of severe psychopathology and possible psychiatric diagnosis in this subgroup of girls and boys.

Parents’ comparisons of siblings have been understudied among sibling research, especially in Chinese societies where the government recently relaxed its one-child policy. This study, using a two-wave longitudinal design, explored how parents’ comparisons of siblings were associated with adolescents’ internalizing and externalizing problems. Study participants were 260 Chinese adolescents who had siblings and completed questionnaires that assessed their internalizing and externalizing problems, as well as their perceptions of parents’ critical comparisons of siblings. Cross-lagged modeling analysis showed that parents’ comparisons of siblings predicted more internalizing and externalizing problems in adolescents 6 months later. Moreover, adolescents’ externalizing problems but not internalizing problems predicted more parents’ comparisons of siblings over time. These findings underscore the importance of reciprocal relations between parents’ comparisons of siblings and adolescents’ externalizing problems and the implication of cultural context in understanding associations between parental practices and adolescents’ adjustment.

In this article, I explore whether there might be two separable components to person-perception and interpersonal engagement in infancy: the ability to apprehend other people's attitudes on the one hand, and the ability to perceive actions on the other. In support of this approach, I summarize some evidence from recent study of autistic adolescents' judgments of attitudes and actions manifest in moving point-light displays of people. I highlight the far-reaching cognitive as well associal-developmental implications of early interpersonal-affective engagement. I conclude by speculating that certain abnormalities that would stem from autistic individuals' impaired ability to perceive and engage with people's attitudes may be somewhat mitigated by their relative ability to perceive the actions of others.

During South Africa's first two decades as a democracy, the Western Cape Province has undergone radical changes to its healthcare system in an effort to address the extensive socioeconomic inequities that remain in the aftermath of the apartheid era. Although progress has been made, there is a clear need for interventions that support parents and children receiving health services in the public sector who are vulnerable to multiple psychosocial risks associated with extreme poverty. In this mixed-method study, we examined the feasibility and acceptability of adapting an evidence-based parenting intervention called Mothering from the Inside Out that was developed for mothers who are vulnerable to similar risks in the United States. Using qualitative methods, we documented the collaborative process that was guided by principles of community-based participatory research and examined themes in the Western Cape collaborators’ perspectives about the feasibility and acceptability of the intervention. Using quantitative methods, we tested the preliminary efficacy of the adapted version of Mothering from the Inside Out for improving maternal reflective functioning and mother–child interactions. Although findings from both study components indicated preliminary promise, a number of obstacles and challenges at multiple levels underscore the need for (a) flexibility and contextual support for intervention research conducted in under-resourced communities, (b) clinical sensitivity to the unique experiences of parents rearing children in highly stressful, under-resourced environments, and (c) equal partnerships that allow the expertise of local providers to inform the design proposals of consulting investigators.

The COVID-19 pandemic is a unique period of stress, uncertainty, and adversity that will have significant implications for adolescent mental health. Nevertheless, stress and adversity related to COVID-19 may be more consequential for some adolescents’ mental health than for others. We examined whether heart rate variability (HRV) indicated differential susceptibility to mental health difficulties associated with COVID-19 stress and COVID-19 family adversity. Approximately 4 years prior to the pandemic, we assessed resting HRV and HRV reactivity to a well-validated stress paradigm in 87 adolescents. During the pandemic, these adolescents (ages 13–19) reported on their health-related stress and concerns about COVID-19, family adversity related to COVID-19, and their recent emotional problems. The association between COVID-19 stress and emotional problems was significantly stronger for adolescents who previously exhibited higher resting HRV or higher HRV reactivity. For adolescents who exhibited lower resting HRV or HRV augmentation, COVID-19 stress was not associated with emotional problems. Conversely, lower resting HRV indicated vulnerability to the effect of COVID-19 family adversity on emotional problems. Different patterns of parasympathetic functioning may reflect differential susceptibility to the effects of COVID-19 stress versus vulnerability to the effects of COVID-19 family adversity on mental health during the pandemic.

This study evaluated whether children with higher adverse childhood experiences (ACE) scores had alterations in immune cell gene expression profiles. RNA sequencing was conducted on dried blood spot samples from 37 generally healthy English-speaking children (age 5–11) who were recruited from well-child visits at a university-affiliated pediatric practice. The Whole Child Assessment was used to assess ACE exposure. Primary analyses examined an a priori-specified composite of 19 pro-inflammatory gene transcripts. Secondary analyses examined a 34-gene composite assessing Type I interferon response, and used Transcript Origin Analyses to identify cellular mechanisms. After controlling for age, body mass index percentile, sex, race/ethnicity, current insurance status, and household smoking exposure, pro-inflammatory gene expression was elevated by 0.094 log2 RNA expression units with each Child-ACE total score point (p = .019). Type I interferon gene expression was similarly upregulated (0.103; p = .008). Transcript origin analyses implicated CD8+ T cell as the primary sources of gene transcripts upregulated, and nonclassical (CD16+) monocytes as sources of downregulated transcripts. These preliminary analyses suggest that parent-reported ACE exposures are associated with increased expression of both inflammatory and interferon gene transcripts in children's circulating blood cells.

This article summarizes the results of an intervention study with approximately 4,000 Zambian children, in which risk of helminth infection and related health problems were ameliorated with medication and micronutrient and vitamin supplementation. The results of this intervention were tracked with a newly developed cognitive assessment battery for Zambian school children in Grades 3–7. The quantification of cognitive functioning manifested after the intervention indicated treatment-related improvements in the cognitive skill of following instructions. This skill is fundamental to success in school. It constitutes an important indicator of resilience in overcoming difficulties related to growing up and being educated under the pressure of the multiple risk factors characteristic of the developing world.

Previous studies of theory of mind abilities in young people with autism have found that their understanding of false belief is specifically impaired, but that simple aspects of desire are understood in line with mental age. We explored the possibility that more complex aspects of desire (in which comparison of goals with outcomes is not a sufficient strategy) are not understood by children with autism. In two experiments, we found that these children were specifically impaired in understanding desire satisfaction and desire change, when compared with children with mental handicap and normal 4-6-year-olds. Although there was some evidence that understanding of desires may be easier for individuals with autism than understanding false belief, it would appear that they have difficulties in understanding both epistemic and volitional mental states.

As approximately one-third of peer-victimized children evidence heightened aggression (Schwartz, Proctor, & Chien, 2001), it is imperative to identify the circumstances under which victimization and aggression co-develop. The current study explored two potential moderators of victimization–aggression linkages: (a) attentional bias toward cues signaling threat and (b) attentional bais toward cues communicating interpersonal support. Seventy-two fifth- and sixth-grade children (34 boys; Mage = 11.67) were eye tracked while watching video clips of bullying. Each scene included a bully, a victim, a reinforcer, and a defender. Children's victimization was measured using peer, parent, and teacher reports. Aggression was measured using peer reports of overt and relational aggression and teacher reports of aggression. Victimization was associated with greater aggression at high levels of attention to the bully. Victimization was also associated with greater aggression at low attention to the defender for boys, but at high attention to the defender for girls. Attention to the victim was negatively correlated with aggression regardless of victimization history. Thus, attentional biases to social cues integral to the bullying context differentiate whether victimization is linked to aggression, necessitating future research on the development of these biases and concurrent trajectories of sociobehavioral development.