Background: Whether and to what extent racial/ethnic disparities in attention-deficit/hyperactivity disorder (ADHD) diagnosis occur by kindergarten entry is currently unknown. We investigated risk factors associated with an ADHD diagnosis by kindergarten entry generally, and specifically whether racial/ethnic disparities in ADHD diagnosis occur by…

Background: The dopamine D4 receptor gene (DRD4) has been linked to attention deficit hyperactivity disorder (ADHD) and reading disorders. In this study, we examined whether diminished anticipatory dopamine cell firing--typical of the long variant of the DRD4 allele--is related to emergent and advanced alphabetic skills, and whether executive…

Objective: This study aimed to identify the pathways through which a preventive intervention targeting young low-SES disruptive boys could result in lower crime involvement during adulthood. Method: The preventive intervention was implemented when the children were between 7 and 9 years and included three components (i.e. social skills, parental…

Impairments in social communication are the core diagnostic features of autism spectrum disorders (ASD). In the past two decades findings from important clinical research studies have translated into improvements in understanding and practice, for example leading to a reduction in the age at which autism is commonly first recognised and diagnosed…

Background: Children with poorer language skills are more likely to show externalizing behavior problems, as well as to become rejected by their peers. Peer rejection has also been found to affect the development of externalizing behavior. This study explored the role of peer rejection in the link between language skills and the development of…

Background: Many childhood psychiatric problems are transient. Consequently, screening procedures to accurately identify children with problems unlikely to remit and thus, in need of intervention, are of major public health concern. This study aimed to develop a universal school-based screening procedure based on the answers to three questions:…

Background: Inconsistencies regarding developmental effects of non-maternal childcare may be caused by neglecting the possibility that children are differentially susceptible towards such experiences. Method: Interactions between difficult/negative child temperament and childcare type, quantity, and quality on teacher-rated behavior problems and…

Background: Environmental risk during fetal development for non-right-handedness, an index of brain asymmetry, and its relevance for child mental health is not fully understood. Methods: A Swedish population-based prospective pregnancy-offspring cohort was followed-up when children were five years old (N = 1714). Prenatal environmental risk…

Background: This study sought to identify cognitive abilities that might distinguish Hong Kong Chinese kindergarten children at risk for dyslexia through either language delay or familial history of dyslexia from children who were not at risk and to examine how these abilities were associated with Chinese word recognition. The cognitive skills of…

Background: School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases…

Background: Much of the evidence suggesting that loneliness is a risk factor for socio-emotional adjustment difficulties comes from studies with older children and adolescents. Comparatively less is known about the mental health implications of loneliness in early childhood. The goals of the present study were to provide additional convergent…

Background: The quality of the family relationships plays an important role in the development of children's psychopathology and in their socio-emotional development. This longitudinal study aims to investigate whether family relationships are related to children's symptoms/strengths at kindergarten, and whether family relationships are predictors…

Background: The aim of the present study was twofold: 1) to determine whether phonological skills measured in deaf prereaders predict their later phonological and reading skills after one year of reading instruction as is the case for hearing children; 2) to examine whether the age of exposure to a fully specified phonological input such as Cued…

Background: Although the prevalence of bully/victim problems in school-age children and adolescents has been investigated in many countries, only a few studies have been carried out among younger children. This study examines social behaviors and peer relationships of children involved in bully/victim problems in kindergarten. Methods: Three…

Background: Research has focused on maternal dysphoria and child adjustment. However, family process models indicate gaps in the study of paternal dysphoria, broader family functioning, and diverse child outcomes. Method: A community sample of 235 mothers and fathers of kindergarten children completed measures of depressive symptoms, family…