Mental health prevention and treatment programs for infants experiencing homelessness: A systematic review.

Experiencing homelessness in infancy has been linked to negative physical and mental health outcomes. Parental well-being and the parent-infant relationship can also be negatively impacted by experiencing homelessness. While numerous parent-based infant mental health programs have been identified by a recent review, the goal of this study was to further determine the extent to which these existing programs were developed and/or examined with at-risk populations such as families experiencing homelessness.

A Systematic Review of Infant Mental Health Prevention and Treatment Programs.

Although many prevention and treatment programs exist for children and families, there have been no reviews specifically examining their impact on infant mental health at the program level. Therefore, the purpose of the current review was to a) systematically examine prevention and treatment programs targeting infant mental health outcomes (i.e.

Differentiating Symptoms of ADHD in Preschoolers: The Role of Emotion Regulation and Executive Function.

This study examined the extent to which individual differences in executive function (EF) and emotion regulation (ER) were uniquely associated with inattention and hyperactivity symptoms of ADHD, respectively. Participants included 249 preschool children with at-risk or clinically elevated levels of externalizing behavior problems (EBPs). Regression analyses were conducted examining the association between EF and ER-as reported by parents/teachers and assessed via child task performance-and hyperactivity and inattention.

Differentiating Preschool Children with Conduct Problems and Callous-Unemotional Behaviors through Emotion Regulation and Executive Functioning.

Callous-unemotional (CU) traits are important characteristics for identifying severe patterns of conduct problems (CP). The current study focused on (a) identifying subgroups of young children displaying a combination of CP and CU and (b) examining the extent to which executive functioning (EF) and emotion regulation (ER) are associated with CU behaviors. Participants included 249 preschoolers ( = 249, 78% boys,  = 4.

Targeting self-regulation and academic functioning among preschoolers with behavior problems: Are there incremental benefits to including cognitive training as part of a classroom curriculum?

The purpose of this study was to examine the additional benefit of an adaptive Cogmed working memory training (CWMT) to a social-emotional/self-regulation classroom curriculum for preschoolers with externalizing behavior problems (EBP). Participants for this study included 49 children (71% boys, M = 4.52) with at-risk or clinically elevated levels of EBP.

To Fidget or Not to Fidget, That Is the Question: A Systematic Classroom Evaluation of Fidget Spinners Among Young Children With ADHD.

To examine how fidget spinners affect children with ADHD's gross motor activity and attentional functioning in class, both during the initial and final phase of an intensive evidence-based behavioral treatment. Using an A-B-A-B design, 60 children ( = 4.86 years, 83% Hispanic) diagnosed with ADHD participated in the study.