Journal of Child Psychology and Psychiatry最新文献

{"title":"Sudden gains in modular CBT for mental health disorders in children and young people with epilepsy.","authors":"Alvin Richards-Belle, Daniela Linton, J Helen Cross, Isobel Heyman, Emma Dalrymple, Bruce Chorpita, Sophia Varadkar, Mariam Shah, Roz Shafran, Sophie Bennett","doi":"10.1111/jcpp.14164","DOIUrl":"https://doi.org/10.1111/jcpp.14164","url":null,"abstract":"<p><strong>Background: </strong>Sudden gains (rapid, large, stable improvements in symptoms) are common in psychological therapy and are associated with favourable outcomes, but no studies have investigated sudden gains in children and young people (CYP) with a chronic physical condition.</p><p><strong>Methods: </strong>Within-group study nested in the Mental Health Intervention for Children with Epilepsy (MICE) randomised trial of modular cognitive-behavioural therapy for CYP with epilepsy, utilising goal-based outcomes (GBOs) and standardised session-by-session measures (including the brief parental self-efficacy scale and Strengths and Difficulties Questionnaire [SDQ] session-by-session measure). The occurrence and potential predictors of sudden gains, and the association of sudden gains with outcomes at final session and follow-up were investigated using multivariable logistic and linear regression.</p><p><strong>Results: </strong>Among 147 participants (mean age: 10.4 years, 49% female) and across nine measures, 39% experienced between two and four sudden gains, most frequently on the mean GBO (occurrence, 44.9%). Characteristics such as intellectual disability, pretreatment scores and the number of sessions received were associated with significantly greater odds of sudden gains in some measures, whereas nonwhite ethnicity and nonemployment of the primary caregiver were associated with reduced odds. Sudden gains were associated with favourable final-session scores for mean GBO (GBO, adjusted mean difference [aMD]: 0.9, 95% CI: 0.3 to 1.6, p = .004, D = 0.63), parental self-efficacy (aMD: 1.2, 95% CI, 0.1 to 2.4, p = .027, D = 0.37) and the SDQ session-by-session measure (aMD: -1.7, 95% CI, -3.0 to -0.3, p = .014, D = -0.44), but not with 6-month adjusted SDQ total difficulties scores.</p><p><strong>Conclusions: </strong>Sudden gains were common in this population, occurring most frequently on personalised measures, and were associated with favourable final-session scores. Personalised measures taken at each session with a focus on sudden gains may be a useful adjunct to treatment. Future research and clinical practice should investigate how to increase the occurrence of sudden gains in CYP with long-term conditions receiving psychological therapy.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143668647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early social interactions and young school-aged children's behavioral problems: Converging evidence from theory- and data-driven approaches.","authors":"Jiahao Liang, Yiji Wang","doi":"10.1111/jcpp.14166","DOIUrl":"https://doi.org/10.1111/jcpp.14166","url":null,"abstract":"<p><strong>Background: </strong>Although prior studies have established the relation between social interactions and behavioral adjustment, it remains unclear whether aspects of early social interactions are uniquely related to behavioral problems and the relative importance of each in predicting internalizing and externalizing problems. Using traditional theory-driven and novel data-driven perspectives, this longitudinal study simultaneously evaluated the role of preschool mother-child, teacher -child, and peer interactions in predicting internalizing and externalizing problems in early grade school.</p><p><strong>Methods: </strong>At 36 months, the quality of children's social interactions with mothers, teachers, and peers were observed and coded (N = 1,028). Mothers later reported children's internalizing and externalizing problems in first grade. Theory-driven structural equation modeling (SEM) and data-driven machine learning models (i.e., random forests and support vector machines) were performed separately for data analysis.</p><p><strong>Results: </strong>The results showed that machine learning models, particularly support vector machines, outperformed SEM in model performance. Regarding the relative importance of predictors, SEM suggested that indicators of early peer interactions uniquely predicted behavioral problems in early grade school when those of teacher-child and mother-child interactions were considered simultaneously. Machine learning models consistently demonstrated that indicators of early peer interactions had the highest feature importance and were among the highest ranking predictors of children's subsequent behavioral adjustment.</p><p><strong>Conclusions: </strong>The findings contribute converging evidence from theory- and data-driven approaches to better understand the longitudinal associations between preschoolers' social interactions and later behavioral adjustments in early grade school.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143668607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parenting and adolescent anxiety within families: a biweekly longitudinal study.","authors":"Lucija Šutić, Ezgi Yıldız, F Cemre Yavuz Şala, Aylin Duzen, Loes Keijsers, Savannah Boele","doi":"10.1111/jcpp.14161","DOIUrl":"https://doi.org/10.1111/jcpp.14161","url":null,"abstract":"<p><strong>Background: </strong>Anxiety symptoms among adolescents have been increasing globally. The present study aimed to better understand the role of parenting, which is believed to act as both a risk and protective factor for anxiety while also being impacted by adolescent anxiety. Specifically, this preregistered study examined the bidirectional associations between parental autonomy support, intrusiveness, and symptoms of generalized anxiety in adolescents.</p><p><strong>Methods: </strong>We used meso-longitudinal data of Dutch adolescents (N = 256, M_age = 14.4, age range = 12-17, 71.5% female, t_mean = 17.7) and their parents (N = 176, M_age = 46.8, 82% female, t_mean = 22). They reported biweekly on parental intrusiveness and autonomy support and on adolescent generalized anxiety symptoms. Dynamic structural equation modeling (DSEM) was used to examine the associations at the between- and within-family levels.</p><p><strong>Results: </strong>The between-family level associations indicated that adolescents from families with lower levels of parental autonomy support and higher levels of parental intrusiveness exhibited higher levels of generalized anxiety symptoms. Within families, during weeks when parents were less autonomy supportive or more intrusive, adolescents also experienced more generalized anxiety symptoms. Regarding the bidirectional time-lagged effects, adolescent-driven, but not parent-driven, effects emerged. Specifically, when adolescents experienced more generalized anxiety symptoms than usual, their parents were less autonomy supportive and more intrusive 2 weeks later.</p><p><strong>Conclusions: </strong>Although further research is needed, these findings underscore the negative impact of adolescents' mental health issues on parenting. To prevent the further escalation of family problems, it seems vital to promote positive and adaptive parent-child interactions when adolescents face mental health issues.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143655535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: The world is a changin’ and is a dangerous place for children's and adolescents' mental health","authors":"Daniel Shaw","doi":"10.1111/jcpp.14142","DOIUrl":"https://doi.org/10.1111/jcpp.14142","url":null,"abstract":"<p>As the incoming editor of JCPP's Annual Research Review (ARR), I first would like to extend my appreciation to the outgoing editor, Sara Jaffee, who for 6 years assembled consistently strong, cutting-edge reviews for the ARR during a time of upheaval in the world in general and child psychology and psychiatry in particular. Personally, I am indebted to Sara for providing invaluable insights into the many facets of editing the ARR as I attempt to maintain the elite bar of quality she established.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"66 4","pages":"395-398"},"PeriodicalIF":6.5,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcpp.14142","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143646132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Annual Research Review: Exposure to environmental chemicals and psychosocial stress and the development of children's learning difficulties","authors":"Amy E. Margolis,&nbsp;Alex Dranovsky,&nbsp;David Pagliaccio,&nbsp;Gazi Azad,&nbsp;Virginia Rauh,&nbsp;Julie Herbstman","doi":"10.1111/jcpp.14137","DOIUrl":"https://doi.org/10.1111/jcpp.14137","url":null,"abstract":"<p>Although awareness of the role of environmental exposures in children's cognitive development is increasing, <i>learning difficulties</i> have not yet been a major focus of environmental health science. Learning difficulties disproportionately affect children living in economic disadvantage, yielding an ‘achievement gap.’ Studies examining the neurobiology of reading and math have mostly included economically advantaged youth, leaving a great deal unknown about the neural underpinnings of reading and math difficulties in youth living in disadvantaged contexts. Critically, due to environmental injustice, these youth are disproportionately exposed to environmental neurotoxicants. Herein, we review literature supporting a theoretical framework of <i>environmentally associated phenotypes of learning difficulties</i>. We propose that prenatal exposure to neurotoxicants <i>and</i> early-life exposure to psychosocial stressors increases risk for learning difficulties via effects on neural circuits that support cognitive processes which, in addition to literacy and numeracy, are integral to acquiring and performing academic skills. We describe models in which (1) prenatal exposure to air pollution has a main effect on learning via brain structure and function or associated domain-general cognitive processes and (2) a joint ‘two-hit’ pathway in which prenatal air pollution exposure followed by early life stress—when combined and sequential—increases risk for learning difficulties also via effects on brain structure, function, and/or associated cognitive processes. We review a select literature documenting effects of exposure to pollutants and early life stress on relevant neural circuits and associated cognitive processes in animal models and parallel findings in human epidemiologic studies. We advocate for team science in which researchers, practitioners, and policymakers collaborate to increase health literacy about <i>environmentally associated phenotypes of learning difficulties</i> and support the development of precision-oriented instructional and environmental intervention methods for youth living in economic disadvantage.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"66 4","pages":"547-568"},"PeriodicalIF":6.5,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcpp.14137","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143645959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DSM-5 based algorithms for the Autism Diagnostic Interview-Revised for children ages 4-17 years.","authors":"Linnea A Lampinen, Shuting Zheng, Lindsay Olson, Vanessa H Bal, Audrey E Thurm, Amy N Esler, Stephen M Kanne, So Hyun Kim, Catherine Lord, China Parenteau, Kerri P Nowell, Jane E Roberts, Nicole Takahashi, Somer L Bishop","doi":"10.1111/jcpp.14159","DOIUrl":"https://doi.org/10.1111/jcpp.14159","url":null,"abstract":"<p><strong>Background: </strong>The Autism Diagnostic Interview, Revised (ADI-R) is a caregiver interview that is widely used as part of the diagnostic assessment for Autism Spectrum Disorder (ASD). Few large-scale studies have reported the sensitivity and specificity of the ADI-R algorithms, which are based on DSM-IV Autistic Disorder criteria. Kim and Lord (Journal of Autism and Developmental Disorders, 2012, 42, 82) developed revised DSM-5-based toddler algorithms, which are only applicable to children under 4 years. The current study developed DSM-5-based algorithms for children ages 4-17 years and examined their performance compared to clinical diagnosis and to the original DSM-IV-based algorithms.</p><p><strong>Methods: </strong>Participants included 2,905 cases (2,144 ASD, 761 non-ASD) from clinical-research databanks. Children were clinically referred for ASD-related concerns or recruited for ASD-focused research projects, and their caregivers completed the ADI-R as part of a comprehensive diagnostic assessment. Items relevant to DSM-5 ASD criteria were selected for the new algorithms primarily based on their ability to discriminate ASD from non-ASD cases. Algorithms were created for individuals with and without reported use of phrase speech. Confirmatory factor analysis tested the fit of a DSM-5-based two-factor structure. ROC curve analyses examined the diagnostic accuracy of the revised algorithms compared to clinical diagnosis.</p><p><strong>Results: </strong>The two-factor structure of the revised ADI-R algorithms showed adequate fit. Sensitivity of the original ADI-R algorithm ranged from 74% to 96%, and specificity ranged from 38% to 83%. The revised DSM-5-based algorithms performed similarly or better, with sensitivity ranging from 77% to 99% and specificity ranging from 71% to 92%.</p><p><strong>Conclusions: </strong>In this large sample aggregated from US clinical-research sites, the original ADI-R algorithm showed adequate diagnostic validity, with poorer specificity among individuals without phrase speech. The revised DSM-5-based algorithms introduced here performed comparably to the original algorithms, with improved specificity in individuals without phrase speech. These revised algorithms offer an alternative method for summarizing ASD symptoms in a DSM-5-compatible manner.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143655458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Time-frequency and functional connectivity analysis in drug-naive adolescents with depression based on electroencephalography using a visual cognitive task: A comparative study.","authors":"Yaru Zhang, Tingyu Yang, Xingyue Jin, Jinqiao Huang, Zexuan Li, Chunxiang Huang, Xuerong Luo, Yuqiong He, Xilong Cui","doi":"10.1111/jcpp.14154","DOIUrl":"https://doi.org/10.1111/jcpp.14154","url":null,"abstract":"<p><strong>Background: </strong>Previous research studies have demonstrated cognitive deficits in adolescents with depression; however, the neuroelectrophysiological mechanisms underlying these deficits remain poorly understood. Utilizing electroencephalography (EEG) data collected during cognitive tasks, this study applies time-frequency analysis and functional connectivity (FC) techniques to explore the neuroelectrophysiological alterations associated with cognitive deficits in adolescents with depression.</p><p><strong>Methods: </strong>A total of 173 adolescents with depression and 126 healthy controls (HC) participated in the study, undergoing EEG while performing a visual oddball task. Delta, theta, and alpha power spectra, along with FC, were calculated and analyzed.</p><p><strong>Results: </strong>Adolescents with depression exhibited significantly reduced delta, theta, and alpha power at the Fz, Cz, C5, C6, Pz, P5, and P6 electrodes compared to the HC group. Notably, theta power at the F5 electrode and alpha power at the F5 and F6 electrodes were significantly lower in the depression group than in the HC group. Additionally, cortical FC in the frontal and central regions was markedly decreased in adolescents with depression compared to HC.</p><p><strong>Conclusions: </strong>During cognitive tasks, adolescents with depression display distinct abnormalities in both high- and low-frequency brain oscillations, as well as reduced functional connectivity in the frontal, central, and parietal regions compared to HC. These findings offer valuable neuroelectrophysiological insights into the cognitive deficits associated with adolescent depression.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143646584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parsing the heterogeneity of social motivation in autism","authors":"Lacey Chetcuti, Antonio Y. Hardan, Emily Spackman, Eva Loth, James C. McPartland, Thomas W. Frazier, Eric A. Youngstrom, Mirko Uljarevic","doi":"10.1111/jcpp.14147","DOIUrl":"https://doi.org/10.1111/jcpp.14147","url":null,"abstract":"BackgroundSocial motivation is posited as a key factor in the expression of the autism phenotype. However, lack of precision in both conceptualization and measurement has impeded a thorough understanding of its diverse presentation and associated outcomes. This study addresses this gap by identifying subgroups of autism characterized by deficits in distinct facets of social motivation, relative to normative benchmarks.MethodsData were from 509 participants with autism, aged 5‐to‐21 years (<jats:italic>M</jats:italic> = 10.43, <jats:italic>SD</jats:italic> = 3.67; 81% male), enrolled in the Healthy Brain Network. Latent profile analysis was employed to identify subgroups characterized by unique configurations of reticence, seeking, and maintaining facets of social motivation, derived from a comprehensive multi‐instrument factor analysis of symptom and screening measures. Pearson's chi‐square tests and one‐way analysis of variance were performed to explore subgroup differences in demographic characteristics, <jats:italic>cognitive abilities, co‐occurring psychopathologies, and other aspects of social functioning.</jats:italic>ResultsFour distinct subgroups were identified: Engaged (<jats:italic>n</jats:italic> = 247), exhibiting the fewest challenges across each area; Inhibited (<jats:italic>n</jats:italic> = 143), characterized by high reticence, mild challenges in seeking, and few challenges in maintaining; Aloof (<jats:italic>n</jats:italic> = 68), characterized by challenges with seeking and maintaining but relatively low reticence; and Avoidant (<jats:italic>n</jats:italic> = 52), characterized by the highest challenges across all areas. Subgroups did not differ in terms of chronological age or sex. The Engaged subgroup exhibited the fewest challenges in other aspects of social functioning and co‐occurring psychopathologies, while the Avoidant subgroup exhibited the greatest challenges, and with the Inhibited and Aloof profiles falling in between.ConclusionsThis study highlights the heterogeneous nature of deficits in social motivation in autism relative to normative benchmarks, suggesting potential avenues for tailored interventions aimed at addressing the specific challenges experienced by individuals within each subgroup. Nevertheless, there remains a need to develop more refined measurement tools capable of capturing even finer‐grained aspects and diverse expressions of social motivation, facilitating further characterization of individual differences across diagnostic boundaries.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"39 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143635687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cognitive disengagement syndrome and depressive symptoms in early adolescents: Examining the moderating role of a negative interpretation bias.","authors":"Melissa C Miller, Olivia R Baron, Jeffery N Epstein, Leanne Tamm, Alex C Nyquist, Stephen P Becker","doi":"10.1111/jcpp.14156","DOIUrl":"https://doi.org/10.1111/jcpp.14156","url":null,"abstract":"<p><strong>Background: </strong>Despite previous research demonstrating an independent association between cognitive disengagement syndrome (CDS; previously termed sluggish cognitive tempo) and depressive symptoms, studies have yet to examine what factors may moderate this link. A negative interpretation bias (i.e., maladaptive information processing whereby emotionally aversive meaning is perceived in ambiguous situations) is associated with the development and maintenance of depression and may moderate the association between CDS and depression. Using a multi-informant, multi-method design, this study examined whether negative interpretation bias exacerbated the association between CDS and depressive symptoms.</p><p><strong>Methods: </strong>336 adolescents (ages 10-12 years; 52.7% female; 61.9% White) and their caregivers completed measures of CDS and depressive symptoms. Adolescents completed the Scrambled Sentences Test, a task-based measure of interpretation bias. Regression analyses were conducted to examine interpretation bias as a potential moderator of the association between CDS and depressive symptoms.</p><p><strong>Results: </strong>For adolescent-reported depressive symptoms, higher caregiver- and adolescent-reported CDS symptoms and interpretation bias scores were each independently associated with higher depressive symptoms (all ps < .01), but CDS and interpretation bias did not interact in predicting depression (ps > .05). By contrast, significant CDS symptoms × interpretation bias interactions were found in models using both caregiver- and adolescent-reported CDS symptoms in relation to caregiver-reported depressive symptoms (ps = .01 and .003, respectively), such that CDS was more strongly associated with depression at higher levels of interpretation bias.</p><p><strong>Conclusions: </strong>Negative interpretation bias strengthens the association between CDS symptoms and depressive symptoms when depressive symptoms are rated by caregivers, but not by adolescents. Findings highlight the importance of multiple informants when examining CDS and internalizing symptoms, with a need for longitudinal research to examine CDS and interpretation bias in relation to the progression and maintenance of depression across adolescence.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143623044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Nuffield Early Language Intervention (NELI) programme is associated with lasting improvements in children's language and reading skills","authors":"Charles Hulme, Gillian West, Mariela Rios Diaz, Sarah Hearne, Caroline Korell, Mihaela Duta, Margaret J. Snowling","doi":"10.1111/jcpp.14157","DOIUrl":"https://doi.org/10.1111/jcpp.14157","url":null,"abstract":"BackgroundOral language skills are a critical foundation for education and psychosocial development. Learning to read, in particular, depends heavily on oral language skills. The Nuffield Early Language Intervention (NELI) has been shown to improve the language of 4–5‐year‐old children entering school with language weaknesses in four robust trials. To date, however, there is limited evidence on the durability of the gains produced by the intervention, and some have argued that the effects of such educational interventions typically fade‐out quite rapidly.MethodsA large‐scale effectiveness trial of the NELI intervention implemented under real‐world conditions produced educationally meaningful improvements in children's language and reading abilities. Here, we report follow‐up testing of children from this study conducted approximately 2 years after the completion of the intervention.ResultsAt 2‐year follow‐up, children who had received NELI had better oral language (<jats:italic>d</jats:italic> = 0.22 or <jats:italic>d</jats:italic> = 0.33 for children with lower language ability), reading comprehension (<jats:italic>d</jats:italic> = 0.16 or <jats:italic>d</jats:italic> = 0.24 for children with lower language ability) and single‐word reading skills (<jats:italic>d</jats:italic> = 0.16 or <jats:italic>d</jats:italic> = 0.22 for children with lower language ability) than the control group.ConclusionsOur data show that, although fade‐out effects are common in educational research, a widely used language intervention produces durable improvements in language and reading skills, with educationally important effect sizes. These findings have important theoretical and practical implications.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"73 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143608015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}