Publications by authors named "Timothy W Curby"

Adolescent substance use is a significant public health problem and there is a need for effective substance use preventions. To develop effective preventions, it is important to identify neurobiological risk factors that predict increases in substance use in adolescence and to understand potential sex differences in risk mechanisms. The present study used functional magnetic resonance imaging and hierarchical linear modeling to examine negative emotion- and reward-related neural responses in early adolescence predicting growth in substance use to middle adolescence in 81 youth, by sex.

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Objectives: Preschool teachers' consistency of warm, sensitive, and responsive interactions with children may be more important than average levels and may moderate the association between children's cognitive and emotion regulation and their preschool adjustment.

Methods: A sample of 312 boys and girls aged 32 to 68 months in 44 classrooms at 16 privately-funded centers and Head Starts completed assessments of emotional and cognitive regulation and were rated by their teachers using measures of social-emotional functioning. Teacher-child interactions were rated for emotional support.

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Preschool classrooms are rich with emotions, from a teacher's enthusiastic praise for a child's work to a child's anger at another child who is using wanted materials. A wide variety of teaching behaviors may help children learn about their own and others' emotional states as well as regulation strategies to manage their emotions. In the present study, we relate teachers' emotion-focused teaching behaviors (including how teachers model emotions, instruct about emotions, and respond to children's emotions) using a new observational tool, the EMOtion TEaching Rating Scale (EMOTERS).

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Substance use and psychopathology symptoms increase in adolescence. One key risk factor for these is high parent stress. Mindfulness interventions reduce stress in adults and may be useful to reduce parent stress and prevent substance use (SU) and psychopathology in adolescents.

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In the domestic violence field, a survivor-centered approach to services is a shared ideal, but there is little empirical work demonstrating its importance. This study filled that gap, focusing on a key outcome-safety-related empowerment. We gathered data from 177 intimate partner violence (IPV) survivors seeking community-based services, and after one session with an advocate, results revealed a significant change in two of three subscales of the Measure of Victim Empowerment Related to Safety (MOVERS) measure: Internal Tools and Expectations of Support.

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To shield a romantic partner from potential distress due to stressors occurring during deployment, service members (SMs) may engage in protective buffering, or withholding information or concerns from a romantic partner. This study utilized data from 54 couples collected before, during, and after a military deployment to assess whether SMs engaged in protective buffering while deployed and the possible associations between buffering and psychological, relationship, and contextual factors. Only 2% of SMs indicated never engaging in protective buffering during a deployment.

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The National Institute of Mental Health has recently launched the Research Domain Criteria framework that seeks to inform clinical classification schemes by elevating the status of neuroscience research in the diagnosis of mental disorders. The current research seeks to contribute to that initiative by using a neurophysiological measure, transcranial Doppler sonography that has been shown to be sensitive to decrements in sustained attention and may provide an additional biomarker of executive dysfunction in ADHD. Twenty-seven participants performed a 12-min vigilance task while cerebral blood flow velocity (CBFV) was recorded.

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Little is known about the role of romantic partner symptom accommodation in PTSD symptom maintenance. To explore the bidirectional associations of posttraumatic stress disorder (PTSD) symptoms and romantic partner symptom accommodation over time, military servicemen (n=64) with symptoms of PTSD and their cohabiting heterosexual civilian romantic partners (n=64) completed a 2-week daily diary study. Cross-lagged, autoregressive models assessed the stability of men's PTSD symptoms and partners' accommodation, as well as the prospective associations of earlier PTSD symptoms with later accommodation and vice versa.

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School-based social and emotional learning (SEL) programs are presented to educators with little understanding of the program components that have the greatest leverage for improving targeted outcomes. Conducted in the context of a randomized controlled trial, the present study used variation in treatment teachers' (N = 143) implementation of four core components of the Responsive Classroom approach to examine relations between each component and the quality of teachers' emotional, organizational, and instructional interactions in third, fourth, and fifth grade classrooms (controlling for pre-intervention interaction quality and other covariates). We also examined the extent to which these relations varied as a function of teachers' baseline levels of interaction quality.

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Adolescents with mental health conditions represent a high-risk group for substance use, deliberate self-harm (DSH), and risky sexual behavior. Mental health treatment does not uniformly decrease these risks. Effective prevention efforts are needed to offset the developmental trajectory from mental health problems to these behaviors.

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Perceptions of hostile criticism (PHC) from close others are associated with poor individual functioning and low relationship satisfaction, whereas perceptions of constructive criticism (PCC) are associated with better relationship satisfaction. There is little empirical knowledge, however, regarding individual factors that contribute to such perceptions. The present study examined associations of overall emotion regulation difficulties, as well as the specific use of expressive suppression and cognitive reappraisal, with PHC and PCC.

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Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels.

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Research supports bidirectional associations between social support and posttraumatic stress disorder (PTSD), whereby social support may buffer against PTSD, and individuals with PTSD may experience decreasing support over time. Research examining contexts that may affect these relations is needed. This study examined the longitudinal associations between PTSD and social support from friends over a 6-month period in 116 veterans with cannabis dependence who had recently initiated an attempt to quit cannabis use.

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The stability of frontal electroencephalogram (EEG) asymmetry, temperamental activity level and fear, as well as bidirectional relations between asymmetry and temperament across the first 4 years of life, were examined in a sample of 183 children. Children participated in annual laboratory visits through 48 months, providing EEG and maternal report of temperament. EEG asymmetry showed moderate stability between 10 and 24 months.

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Preschool teachers, like parents, support children in ways that promote the regulation capacities that drive school adjustment, especially for children struggling to succeed in the classroom. The purpose of this study was to explore the emotionally and organizationally supportive classroom processes that contribute to the development of children's emotion regulation and executive control. Emotion regulation and executive control were assessed in 312 3-, 4- and 5-year-old children.

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As the world's most populous country, China is likely to have the highest number of people with intellectual disabilities (ID) in the world. As many people with ID are susceptible to serious and persistent behavior problems, research by Chinese scientists on this public health issue is needed. However, there are only very few reliable Chinese-language behavior assessment instruments for problem behaviors.

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Little is known about 2nd language development among young, low-income, language-minority children. This article examined the longitudinal English development of low-income, dual language learners (DLLs) in Miami (n = 18,532) from kindergarten through 5th grade. Growth curve modeling indicated that social skills, good behavior, Spanish (L1) competence in preschool, having a mother born in the United States, and attending larger schools with fewer DLLs were associated with higher initial levels of English proficiency in kindergarten and/or steeper growth over time.

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In the present study, 314 preschool classrooms and 606 children were observed to understand the behavioral exchanges between teachers and children. Teachers' emotionally and organizationally supportive behaviors and children's engagement were explored for longitudinal associations throughout a day. Observations were conducted in each classroom wherein emotional and organizational supports were assessed, followed by observations of two children's positive engagement with teachers, tasks, and peers as well as negative classroom engagement.

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Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5-18 years old, making it possible to examine whether this link remains relevant throughout childhood and adolescence. Furthermore, the majority of research linking fine motor skills and academic achievement has not determined which specific components of fine motor skill are driving this relation.

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Research Findings: Utilizing a three-part model of emotion socialization that includes Modeling, Contingent Responding, and Teaching, this study examined the associations between 44 teachers' self-reported and observed emotion socialization practices and 326 preschoolers' emotion knowledge and observed emotional behavior. Multi-level analyses revealed that the majority of the variance in the children's emotion knowledge scores and observed emotional behavior was predicted by factors within, rather than between, classrooms. Teachers' use of all three emotion socialization techniques did contribute to the prediction of the children's scores; however, the nature of these associations differed by children's age and gender.

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Many teachers believe that providing greater emotional and organizational supports in the beginning of the year strengthens their ability to teach effectively as the year progresses. Some interventions, such as the Responsive Classroom (RC) approach, explicitly embed this sequence into professional development efforts. We tested the hypothesis that earlier emotional and organizational supports set the stage for improved instruction later in the year in a sample of third- and fourth-grade teachers enrolled in a randomized controlled trial of the RC approach.

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Behavior disorders, such as self-injurious, stereotypic, and aggressive behavior are common among individuals with intellectual or developmental disabilities. While we have learned much about those behaviors over the past few decades, longitudinal research that looks at developmental trajectory has been rare. This study was designed to examine the trajectory of these three forms of severe behavior disorders over a one year time period.

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Depression has a heightened prevalence in adolescence, with approximately 15 % of adolescents experiencing a major depressive episode by age 18. Depression in adolescence also poses a risk for future distress and impairment. Despite treatment advances, many adolescents relapse after initial remission.

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The current study examined the relations between individual differences in sustained attention in infancy, the temperamental trait behavioral inhibition in childhood, and social behavior in adolescence. The authors assessed 9-month-old infants using an interrupted-stimulus attention paradigm. Behavioral inhibition was subsequently assessed in the laboratory at 14 months, 24 months, 4 years, and 7 years.

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