title: The effects of early foster care intervention on attention biases in previously institutionalized children in Romania.
abstract: Children raised in institutions experience psychosocial deprivation that can negatively impact attention skills and emotion regulation, which subsequently may influence behavioral regulation and social relationships. The current study examined visual attention biases in 8-year-old children who were part of the Bucharest Early Intervention Project (BEIP). Relations among attention biases and concurrent social outcomes were also investigated. In early childhood, 136 children abandoned at birth or shortly thereafter into institutional care were randomized to receive a high-quality foster care intervention or care-as-usual within the context of the Bucharest Early Intervention Project (BEIP). At 8 years of age, 50 care-as-usual, 55 foster care, and 52 community controls performed a behavioral dot-probe task, and indices of attention biases to threat and positive stimuli were calculated. Concurrent data on social behavior were collected. Children placed into the foster care intervention had a significant attention bias toward positive stimuli, while children who received care-as-usual had a significant bias toward threat. Children in the foster care intervention had a significantly larger positive bias when compared to the care-as-usual group. A positive bias was related to more social engagement, more prosocial behavior, less externalizing disorders, and less emotionally withdrawn behavior. The magnitude of positive bias was predicted by age of placement into foster care among children with a history of institutionalization. An attention bias towards positive stimuli was associated with reduced risk for behavioral problems amongst children who experienced early psychosocial deprivation. Research assessing attention biases in children experiencing early environmental stress may refine our understanding of the mechanisms underlying risk for later psychiatric and social disorders and inform prevention efforts.
authors.affiliation: Department of Human Development and Quantitative Methodology, University of Maryland, USA.
authors.forename: Sonya
authors.initials: S
authors.lastname: Troller-Renfree
authors.affiliation: Department of Psychology, University of Massachusetts, Amherst, USA.
authors.forename: Jennifer Martin
authors.initials: JM
authors.lastname: McDermott
authors.affiliation: Harvard Medical School, USA.|Boston Children's Hospital, USA.|Harvard Center on the Developing Child, USA.|Harvard Graduate School of Education, USA.
authors.forename: Charles A
authors.initials: CA
authors.lastname: Nelson
authors.affiliation: Tulane University School of Medicine, New Orleans, USA.
authors.forename: Charles H
authors.initials: CH
authors.lastname: Zeanah
authors.affiliation: Department of Human Development and Quantitative Methodology, University of Maryland, USA.
authors.forename: Nathan A
authors.initials: NA
authors.lastname: Fox
mesh_terms: D000704:Analysis of Variance; D001288:Attention / Q000502:physiology*; D015982:Bias; D002648:Child; D002657:Child Development / Q000502:physiology*; D002674:Child, Institutionalized / Q000523:psychology*; D018479:Early Intervention, Educational; D004644:Emotions; D005260:Female; D005500:Follow-Up Studies; D005581:Foster Home Care / Q000523:psychology; D006801:Humans; D008297:Male; D001523:Mental Disorders / Q000517:prevention & control; D000067074:Peer Influence; D011610:Psychosocial Deprivation; D012383:Romania; D011795:Surveys and Questionnaires