University of Arkansas for Medical Sciences, College of Medicine, Department of Family and Preventive Medicine, 4301 W. Markham, Little Rock, AR, 72205, United States.
University of Arkansas for Medical Sciences, College of Medicine, Department of Family and Preventive Medicine, 4301 W. Markham, Little Rock, AR, 72205, United States.
Child Abuse Negl. 2018 Aug;82:168-177. doi: 10.1016/j.chiabu.2018.05.026. Epub 2018 Jun 13.
Findings from the Adverse Childhood Experiences (ACE) study articulated the negative effects of childhood trauma on long-term well-being. The purpose of the current study is to examine the associations between ACEs experienced in infancy and toddlerhood and adaptive behavior and academic status in middle childhood. We used data collected from a sample of low-income families during the impacts study of Early Head Start (EHS). Data were collected by trained interviewers demonstrating at least 85% reliability with protocols. Data come from 1469 socio-demographically diverse mothers and children collected at or near ages 1, 2, 3, and 11. At ages 1, 2, and 3, an EHS-ACEs index was created based on interview and observation items. The EHS-ACEs indices were averaged to represent exposure across infancy and toddlerhood. At age 11, parents were asked about school outcomes and completed the Child Behavior Checklist. Across development, children were exposed to zero (19%), one (31%), two (27%), and three or more ACEs (23%). Logistic regression analyses, controlling for EHS program assignment, and parent, school, and child characteristics, showed ACEs were significantly associated with parental report of the child: having an individualized educational program since starting school and in the current school year, having been retained a grade in school, and problems with externalizing and internalizing behavior, as well as attention. Findings suggest that ACEs influence children's behavioral and academic outcomes early in development.
不良童年经历（ACE）研究的结果阐明了儿童期创伤对长期健康的负面影响。本研究的目的是检验婴儿期和幼儿期经历的 ACE 与儿童中期适应行为和学业状况之间的关联。我们使用了在早期开端影响研究（EHS）中从低收入家庭样本中收集的数据。数据由经过培训的访谈者收集，他们使用协议的可靠性至少达到 85%。数据来自于 1469 名社会人口统计学多样化的母亲和儿童，在 1 岁、2 岁、3 岁和 11 岁时收集。在 1 岁、2 岁和 3 岁时，根据访谈和观察项目创建了 EHS-ACEs 指数。EHS-ACEs 指数的平均值代表了婴儿期和幼儿期的暴露情况。在 11 岁时，父母被问及学校成绩，并完成了儿童行为检查表。在整个发展过程中，儿童的 ACE 暴露情况为零（19%）、一（31%）、二（27%）和三或更多（23%）。控制 EHS 项目分配以及父母、学校和儿童特征的逻辑回归分析表明，ACE 与父母报告的儿童情况显著相关：自入学以来和当前学年都有个性化教育计划、在学校留级、以及外化和内化行为以及注意力问题。研究结果表明，ACE 在儿童发展早期就会影响他们的行为和学业成绩。
