College of Behavioral & Social Sciences

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Subject: search.filters.subject.adolescent development

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    A review of the effects of prenatal cocaine exposure among school-aged children
    (American Academy of Pediatrics, 2010) Ackerman, John P; Riggins, Tracy; Black, Maureen M
    CONTEXT: Studies through 6 years have shown no long-term direct effects of prenatal cocaine exposure (PCE) on children’s physical growth, developmental test scores, or language outcomes. Little is known about the effects of PCE among school-aged children aged 6 years and older. OBJECTIVE: We reviewed articles from studies that examined the effects of PCE on growth, cognitive ability, academic functioning, and brain structure and function among school-aged children. METHODS: Articles were obtained by searching PubMed, Medline, TOXNET, and PsycInfo databases from January 1980 to December 2008 with the terms “prenatal cocaine exposure,” “cocaine,” “drug exposure,” “substance exposure,” “maternal drug use,” “polysubstance,” “children,” “adolescent,” “in utero,” “pregnancy,” “development,” and “behavior.” Criteria for inclusion were (1) empirical research on children aged 6 years and older prenatally exposed to cocaine, (2) peerreviewed English-language journal, (3) comparison group, (4) longitudinal follow-up or historical prospective design, (5) masked assessment, (6) exclusion of subjects with serious medical disabilities, and (7) studies that reported nonredundant findings for samples used in multiple investigations. Thirty-two unique studies met the criteria. Each article was independently abstracted by 2 authors to obtain sample composition, methods of PCE assessment, study design, comparison groups, dependent variables, covariates, and results. RESULTS: Associations between PCE and growth, cognitive ability, academic achievement, and language functioning were small and attenuated by environmental variables. PCE had significant negative associations with sustained attention and behavioral self-regulation, even with covariate control. Although emerging evidence suggests PCErelated alterations in brain structure and function, interpretation is limited by methodologic inconsistencies. CONCLUSIONS: Consistent with findings among preschool-aged children, environmental variables play a key role in moderating and explaining the effects of PCE on school-aged children’s functioning. After controlling for these effects, PCE-related impairments are reliably reported in sustained attention and behavioral self-regulation among school-aged children. Pediatrics 2010;125:554–565
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    IS GRADE SPAN ASSOCIATED WITH THE LEVEL OF PROBLEM BEHAVIOR AMONG EIGHTH GRADERS? AN EXPLORATORY INVESTIGATION
    (2004-12-03) Rasmussen, Gina Ann; Gottfredson, Denise; Criminology and Criminal Justice; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    In spite of two waves of grade reorganization in American schoolsthe Junior High and Middle School movementsand the increase of problem behavior in schools, little empirical evidence exists pertaining to the effects of grade spanthe range of grades making up schoolson adolescent problem behavior. Utilizing a nationally representative sample that estimates the amount of problem behavior in and around schools, the present study employs a series of multiple regression analyses to examine the influence of grade span, and several control variables, on eighth-grade student problem behavior. Focusing on social learning theory, it is hypothesized that eighth graders who attend schools with older adolescents have more problem behavior than those who do not. Positive peer association is hypothesized to mediate the effect. Results revealed no effects between grade span and problem behavior. However, due to data limitations further research is recommended. Reasons for no effects are discussed.