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The neurocognitive profiles of children adopted from care and their emotional and behavioral problems at home and school.

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Title: The neurocognitive profiles of children adopted from care and their emotional and behavioral problems at home and school.
Authors: Paine, Amy L. (AUTHOR), Burley, Daniel (AUTHOR), Anthony, Rebecca (AUTHOR), Van Goozen, Stephanie H. M. (AUTHOR), Shelton, Katherine H. (AUTHOR)
Source: Child Neuropsychology. Jan2021, Vol. 27 Issue 1, p17-36. 20p. 1 Diagram, 5 Charts.
Subjects: Adopted children, Reasoning in children, Adoptive parents, Home schooling, Teacher evaluation
Geographic Terms: United Kingdom
Abstract: Adoptees' mental health problems in childhood and later life are well described, but little attention has been paid to domestically adopted children's emotional and behavioral problems and neurocognitive profiles. The aim of this study was to describe the neurocognitive profiles of domestically adopted children in the UK and their parent- and teacher-rated emotional and behavioral problems. Forty-five children (M age = 75.96 months, SD = 12.98; 51.1% female) who were placed for adoption from public care at a M age of 22.14 months (SD = 14.21) completed a battery of age standardized neurocognitive tests, and adoptive parents and school teachers rated their emotional and behavioral problems. Children had more emotional and behavioral problems than the general population and over a fifth scored low (> 1 SD below the expected range for their age) in 5/6 neurocognitive tasks. Children who scored low on the non-verbal reasoning task were more likely to have more parent- and teacher-rated behavioral problems, and children's performance on the inhibitory control and cognitive flexibility tasks were associated with parent-rated behavioral problems. Children's verbal reasoning scores were positively associated with both parent- and teacher-rated emotional problems. Children who were adopted later in childhood scored significantly lower in non-verbal reasoning. Although longitudinal studies are needed to clarify the nature of neurocognitive functioning as a marker for later mental health problems, our findings underscore the importance of using comprehensive assessments to better recognize adopted children's difficulties and inform appropriate intervention initiatives. [ABSTRACT FROM AUTHOR]
Copyright of Child Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The neurocognitive profiles of children adopted from care and their emotional and behavioral problems at home and school.
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  Data: <searchLink fieldCode="AR" term="%22Paine%2C+Amy+L%2E%22">Paine, Amy L.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Burley%2C+Daniel%22">Burley, Daniel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Anthony%2C+Rebecca%22">Anthony, Rebecca</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Van+Goozen%2C+Stephanie+H%2E+M%2E%22">Van Goozen, Stephanie H. M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shelton%2C+Katherine+H%2E%22">Shelton, Katherine H.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Child+Neuropsychology%22">Child Neuropsychology</searchLink>. Jan2021, Vol. 27 Issue 1, p17-36. 20p. 1 Diagram, 5 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Adopted+children%22">Adopted children</searchLink><br /><searchLink fieldCode="DE" term="%22Reasoning+in+children%22">Reasoning in children</searchLink><br /><searchLink fieldCode="DE" term="%22Adoptive+parents%22">Adoptive parents</searchLink><br /><searchLink fieldCode="DE" term="%22Home+schooling%22">Home schooling</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+evaluation%22">Teacher evaluation</searchLink>
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  Data: Adoptees' mental health problems in childhood and later life are well described, but little attention has been paid to domestically adopted children's emotional and behavioral problems and neurocognitive profiles. The aim of this study was to describe the neurocognitive profiles of domestically adopted children in the UK and their parent- and teacher-rated emotional and behavioral problems. Forty-five children (M age = 75.96 months, SD = 12.98; 51.1% female) who were placed for adoption from public care at a M age of 22.14 months (SD = 14.21) completed a battery of age standardized neurocognitive tests, and adoptive parents and school teachers rated their emotional and behavioral problems. Children had more emotional and behavioral problems than the general population and over a fifth scored low (> 1 SD below the expected range for their age) in 5/6 neurocognitive tasks. Children who scored low on the non-verbal reasoning task were more likely to have more parent- and teacher-rated behavioral problems, and children's performance on the inhibitory control and cognitive flexibility tasks were associated with parent-rated behavioral problems. Children's verbal reasoning scores were positively associated with both parent- and teacher-rated emotional problems. Children who were adopted later in childhood scored significantly lower in non-verbal reasoning. Although longitudinal studies are needed to clarify the nature of neurocognitive functioning as a marker for later mental health problems, our findings underscore the importance of using comprehensive assessments to better recognize adopted children's difficulties and inform appropriate intervention initiatives. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09297049.2020.1776241
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        Text: English
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      – SubjectFull: Adopted children
        Type: general
      – SubjectFull: Reasoning in children
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      – SubjectFull: Adoptive parents
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      – SubjectFull: Home schooling
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      – SubjectFull: Teacher evaluation
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      – SubjectFull: United Kingdom
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              Text: Jan2021
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              Y: 2021
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