Effects of early intervention and the moderating effects of brain activity on institutionalized children's social skills at age 8
Effects of early intervention and the moderating effects of brain activity on institutionalized children's social skills at age 8
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DOI：
10.1073/pnas.1121256109
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发表时间：
2012-10-16
影响因子：
11.1
通讯作者：
Fox, Nathan A.
中科院分区：
文献类型：
--
作者：
Almas, Alisa N.;Degnan, Kathryn A.;Fox, Nathan A.
本研究探讨了以前制度化的，8岁的罗马尼亚儿童从布加勒斯特早期干预项目和依恋安全和脑电活动（阿尔法功率）对这些技能的影响的社会技能。参与者包括被随机分配到寄养干预组的儿童[寄养组（FCG）]、被随机分配到收容机构的儿童[作为家庭护理组（CAUG）]以及从未与家人一起生活在布加勒斯特社区的儿童[从未机构化组（NIG）]。在42个月时，对儿童对其主要照顾者的依恋安全性进行了连续评级。当孩子们8岁时，老师评定他们的社会技能，并记录孩子们的静息脑电图α功率。教师对20个月前寄养的FCG儿童的社会技能的评价与NIG儿童没有差异，这两组儿童的社会技能均高于CAUG儿童和20个月后寄养的FCG儿童。8岁时的脑电图α功率显著调节依恋安全性和社交技能之间的关系。这些研究结果的特点是机构化儿童的社会技能在童年中期的背景下，一个随机干预，同时突出的关系和生物因素在这些发展轨迹中的作用。
The present study examined the social skills of previously institutionalized, 8-y-old Romanian children from the Bucharest Early Intervention Project and the influence of attachment security and brain electrical activity (alpha power) on these skills. Participants included children randomized to an intervention involving foster care [Foster Care Group (FCG)], children randomized to remain in institutions [Care As Usual Group (CAUG)], and never-institutionalized children living with their families in the Bucharest community [Never-Institutionalized Group (NIG)]. A continuous rating of children's attachment security to their primary caregiver was assessed at 42 mo of age. When children were 8 y old, teachers rated their social skills, and the children's resting electroencephalogram alpha power was recorded. Teachers rated social skills of FCG children who were placed into foster care before 20 mo of age as no different from NIG children, and both of these groups were higher than CAUG children and FCG children placed after 20 mo. Electroencephalogram alpha power at age 8 significantly moderated the relations between attachment security and social skills. These findings characterize institutionalized children's social skills in middle childhood within the context of a randomized intervention while highlighting the roles of both relational and biological factors in these developmental trajectories.