INS NYC 2024 Program

Poster	Poster Session 08 Program Schedule 02/16/2024 01:45 pm - 03:00 pm Room: Shubert Complex (Posters 1-60) Poster Session 08: Cognition \| Cognitive Reserve Variables Final Abstract #43 Examining Associations of Prenatal Maternal Depression and Dyadic Mutuality with Children’s Executive Functioning Christina Lee, Wayne State University, Detroit, United States Ellyn Kennelly, Wayne State University, Detroit, United States Alexis Taylor, Wayne State University, Detroit, United States Skyler Ways, Wayne State University, Detroit, United States Marjorie Beeghly, Wayne State University, Detroit, United States Moriah Thomason, New York University, New York, United States Christopher Trentacosta, Wayne State University, Detroit, United States Category: Executive Functions/Frontal Lobes Keyword 1: executive functions Objective: Executive functioning (EF) refers to critical higher-order neurocognitive skills such as working memory, inhibitory control, and mental flexibility. Prenatal maternal depression is an established risk factor for EF problems in children, and maternal depression might be especially problematic for early EF development among families living in under-resourced communities. On the other hand, dyadic mother-child relationships that are characterized by cooperation and reciprocity have positive impacts on young children’s EF, and the early dyadic relationship is a potential resiliency factor that could mitigate links between maternal depression and young children’s EF problems. Therefore, this study aimed to examine the interplay between prenatal maternal depression and dyadic mutuality on children’s EF at 5 years of age in a sample of primarily Black/African American families from an under-resourced urban area. It was expected that higher self-reported prenatal maternal depressive symptoms would be associated with more parent-reported child EF problems, while higher levels of observed mother-child dyadic mutuality would be associated with lower parent-reported child EF problems. Additionally, it was hypothesized that the association between prenatal maternal depressive symptoms and EF problems would be weaker among dyads with higher levels of mutuality. Participants and Methods: Participants were 81 mother-child dyads from a larger, ongoing longitudinal study. Most of these families identified as Black or African American, and, on average, families reported an annual household income between $20,000 to $30,000. Mothers completed the Center for Epidemiologic Studies Depression (CESD) scale to assess prenatal depressive symptoms. At the 3-year lab visit, participants engaged in a two-part sorting task that lasted 7 minutes. Mothers were instructed to teach children how to sort blocks by color and shape. Dyadic cooperation and reciprocity were coded from video recordings of the task, and these codes were averaged to create a mutuality score for each dyad. At the 5-year lab visit, mothers completed the Behavior Rating Inventory of Executive Function – Preschool (BRIEF-P), which measured multiple aspects of children’s EF problems. To address our research questions, we conducted a linear regression with an interaction term (depressive symptoms x mutuality) while predicting the BRIEF-P Global Executive Composite (GEC). Covariates included maternal education, child age, and child gender. Results: The multiple regression was significant (R² = 0.15, F(6, 80) = 3.37, p = .005). Consistent with our hypotheses, prenatal depressive symptoms (β = .38, SE = .15, p < .001) and dyadic mutuality (β = -.28, SE = 1.53, p = .017) were each associated with the GEC. However, contrary to what we predicted, the depressive symptoms x mutuality interaction was not significant (p = .826). Conclusions: In this under-resourced community sample of primarily African-American families, the findings highlighted the importance of both prenatal maternal depression and dyadic mutuality for young children’s EF. This study underscores the value of not only treating prenatal maternal depression as early as possible to mitigate EF problems, but also providing early parent-child interventions that support quality dyadic relationships to promote later EF skills.

Poster

02/16/2024
01:45 pm - 03:00 pm
Room: Shubert Complex (Posters 1-60)

Poster Session 08: Cognition | Cognitive Reserve Variables

Final Abstract #43

Examining Associations of Prenatal Maternal Depression and Dyadic Mutuality with Children’s Executive Functioning

Christina Lee, Wayne State University, Detroit, United States
Ellyn Kennelly, Wayne State University, Detroit, United States
Alexis Taylor, Wayne State University, Detroit, United States
Skyler Ways, Wayne State University, Detroit, United States
Marjorie Beeghly, Wayne State University, Detroit, United States
Moriah Thomason, New York University, New York, United States
Christopher Trentacosta, Wayne State University, Detroit, United States

Category: Executive Functions/Frontal Lobes

Keyword 1: executive functions

Objective:

Executive functioning (EF) refers to critical higher-order neurocognitive skills such as working memory, inhibitory control, and mental flexibility. Prenatal maternal depression is an established risk factor for EF problems in children, and maternal depression might be especially problematic for early EF development among families living in under-resourced communities. On the other hand, dyadic mother-child relationships that are characterized by cooperation and reciprocity have positive impacts on young children’s EF, and the early dyadic relationship is a potential resiliency factor that could mitigate links between maternal depression and young children’s EF problems. Therefore, this study aimed to examine the interplay between prenatal maternal depression and dyadic mutuality on children’s EF at 5 years of age in a sample of primarily Black/African American families from an under-resourced urban area. It was expected that higher self-reported prenatal maternal depressive symptoms would be associated with more parent-reported child EF problems, while higher levels of observed mother-child dyadic mutuality would be associated with lower parent-reported child EF problems. Additionally, it was hypothesized that the association between prenatal maternal depressive symptoms and EF problems would be weaker among dyads with higher levels of mutuality.

Participants and Methods:

Participants were 81 mother-child dyads from a larger, ongoing longitudinal study. Most of these families identified as Black or African American, and, on average, families reported an annual household income between $20,000 to $30,000. Mothers completed the Center for Epidemiologic Studies Depression (CESD) scale to assess prenatal depressive symptoms. At the 3-year lab visit, participants engaged in a two-part sorting task that lasted 7 minutes. Mothers were instructed to teach children how to sort blocks by color and shape. Dyadic cooperation and reciprocity were coded from video recordings of the task, and these codes were averaged to create a mutuality score for each dyad. At the 5-year lab visit, mothers completed the Behavior Rating Inventory of Executive Function – Preschool (BRIEF-P), which measured multiple aspects of children’s EF problems. To address our research questions, we conducted a linear regression with an interaction term (depressive symptoms x mutuality) while predicting the BRIEF-P Global Executive Composite (GEC). Covariates included maternal education, child age, and child gender.

Results:

The multiple regression was significant (R² = 0.15, F(6, 80) = 3.37, p = .005). Consistent with our hypotheses, prenatal depressive symptoms (β = .38, SE = .15, p < .001) and dyadic mutuality (β = -.28, SE = 1.53, p = .017) were each associated with the GEC. However, contrary to what we predicted, the depressive symptoms x mutuality interaction was not significant (p = .826).

Conclusions:

In this under-resourced community sample of primarily African-American families, the findings highlighted the importance of both prenatal maternal depression and dyadic mutuality for young children’s EF. This study underscores the value of not only treating prenatal maternal depression as early as possible to mitigate EF problems, but also providing early parent-child interventions that support quality dyadic relationships to promote later EF skills.