Department of Sociology, University of Utah, Salt Lake City, UT.
Department of Sociology and Anthropology, University of Texas at El Paso, El Paso, TX.
J Dev Behav Pediatr. 2018 Dec;39(9):715-725. doi: 10.1097/DBP.0000000000000598.
To determine how transitions into and out of varying degrees of food insecurity impact children's academic competencies, executive functioning, and social skills (i.e., self-control, interpersonal skills, externalizing behaviors, and internalizing behaviors).
Data come from the nationally representative kindergarten and first-grade waves of the Early Childhood Longitudinal Study (2010-2011); 11,958 children attending 1289 schools are included. Statistical analyses involve using a novel framework for measuring the transitional dynamics and depth of food insecurity to predict children's developmental outcomes using hierarchal linear models, which adjust for child- and school-level confounders.
Deepening food insecurity (DeepenFIS) was detrimental to children's self-control (-0.208, p < 0.01), math (-0.153, p < 0.01), and working memory (-5.202, p < 0.05) scores. Remitting marginal food insecurity was associated with negative effects on children's self-control (-0.082, p < 0.05) and interpersonal skills (-0.098, p < 0.01) but not on math or working memory. Persisting marginal food insecurity (PersistMFIS) negatively impacted children's self-control (-0.106, p < 0.05) and interpersonal skills (-0.115, p < 0.05). Emerging food insecurity (0.146, p < 0.01) and persisting food insecurity (0.071, p < 0.05) had detrimental effects on children's externalizing behaviors.
Based on a novel food insecurity transitions framework and examination of multiple developmental outcomes, this study highlights the importance of examining both depth and transitional dynamics of food insecurity. Findings indicate that DeepenFIS and PersistMFIS may have potentially the most harmful effects on children's developmental outcomes. Clinically, findings support the need for addressing food insecurity in early childhood, even if the food insecurity challenges are marginal and just emerging.
确定食物不安全程度的变化如何影响儿童的学业能力、执行功能和社交技能（即自我控制、人际交往能力、外化行为和内化行为）。
数据来自全国代表性的幼儿园和一年级阶段的早期儿童纵向研究（2010-2011 年）；共有 11958 名儿童参加了 1289 所学校。统计分析采用一种新的框架来衡量食物不安全的过渡动态和深度，使用分层线性模型预测儿童的发展结果，该模型调整了儿童和学校层面的混杂因素。
食物不安全程度的加深（DeepenFIS）对儿童的自我控制（-0.208，p<0.01）、数学（-0.153，p<0.01）和工作记忆（-5.202，p<0.05）分数产生了不利影响。边缘性食物不安全程度的缓解与儿童自我控制（-0.082，p<0.05）和人际交往能力（-0.098，p<0.01）的负面效应有关，但与数学或工作记忆无关。边缘性食物不安全程度的持续（PersistMFIS）对儿童的自我控制（-0.106，p<0.05）和人际交往能力（-0.115，p<0.05）产生了负面影响。新兴食物不安全（0.146，p<0.01）和持续食物不安全（0.071，p<0.05）对儿童的外化行为有不利影响。
基于一种新的食物不安全过渡框架和对多种发展结果的检验，本研究强调了检查食物不安全的深度和过渡动态的重要性。研究结果表明，DeepenFIS 和 PersistMFIS 可能对儿童的发展结果产生最有害的影响。临床方面，研究结果支持在幼儿期解决食物不安全问题的必要性，即使食物不安全挑战是边缘性的，只是刚刚出现。
