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Author: Hines, Caitlin

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1.	Hines, Caitlin Ryan, Rebecca M.
1.	Early Childhood WIC Use and Children's School Readiness Presented: Washington DC, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 2018 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Association for Public Policy Analysis and Management (APPAM) Keyword(s): Behavior Problems Index (BPI); Children, Well-Being; Cognitive Development; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Program Participation/Evaluation; School Entry/Readiness; Supplemental Nutrition Assistance Program (SNAP, formerly Food Stamps) Permission to reprint the abstract has not been received from the publisher. The goal of the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) is to support the health and well-being of low-income women, infants, and children by providing pregnant women and children up to five years old with access to nutritious food. While the health benefits of WIC for young children have been well studied (Cole & Fox, 2008; Mackey-Bilaver, 2007), its potential non-health benefits, including improvements in children's early cognitive and socio-emotional wellbeing, have been practically unexplored. The one study to examine non-health outcomes found that prenatal WIC exposure predicted better cognitive outcomes at age 2 and educational outcomes at age 11 (Jackson, 2015). The goal of the present study is to expand that work by examining associations between WIC during early childhood (ages 0 - 5) and a broad set of cognitive and behavioral outcomes at school entry, between ages 5 and 7.
	Bibliography Citation Hines, Caitlin and Rebecca M. Ryan. "Early Childhood WIC Use and Children's School Readiness." Presented: Washington DC, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 2018.

2.	Padilla, Christina Hines, Caitlin Ryan, Rebecca M.
2.	Infant Temperament, Parenting and Behavior Problems: Variation by Parental Education and Income Journal of Applied Developmental Psychology 70 (July-September 2020): 101179. Also: https://www.sciencedirect.com/science/article/pii/S0193397320301714 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Elsevier Keyword(s): Educational Attainment; Income; Parental Influences; Parents, Behavior; Siblings; Socioeconomic Status (SES); Temperament Although research has linked infants' negative temperamental characteristics with later behavior problems, it has not accounted for unobserved heterogeneity in this association, nor has it examined potential variation by socioeconomic status. Using data from the Child and Young Adult Supplement of the National Longitudinal Survey of Youth (NLSY), the present study compares behavioral outcomes at age 5 (mean age = 60.6 months) of siblings who differed with regard to infant temperament (N = 3480). Associations between temperament and parenting behavior, and the role parenting behavior plays in those associations, were also explored. Findings indicate that negative reactivity predicts greater internalizing behavior problems consistently across the socioeconomic distribution, whereas negative reactivity predicts externalizing behavior problems only among children from the lowest education group. Moreover, negative reactivity predicts less optimal parenting behavior, and consistently by education and income. No evidence emerged that parenting explains links between temperament and child behavior or variation in links by education or income.
	Bibliography Citation Padilla, Christina, Caitlin Hines and Rebecca M. Ryan. "Infant Temperament, Parenting and Behavior Problems: Variation by Parental Education and Income." Journal of Applied Developmental Psychology 70 (July-September 2020): 101179.

3.	Ryan, Rebecca M. Padilla, Christina Hines, Caitlin
3.	Differential Parenting of Biologically Vulnerable Versus Nonvulnerable Children By Socioeconomic Status Presented: Chicago IL, Population Association of America Annual Meeting, April 2017 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Population Association of America Keyword(s): Birthweight; Children, Temperament; Parental Investments; Parenting Skills/Styles; Socioeconomic Status (SES) Permission to reprint the abstract has not been received from the publisher. It is well-established that socioeconomic (SES) disadvantage and biological vulnerability contribute to SES-based gaps in children's school readiness. The proposed study will investigate one way in which these two disadvantages may jointly exacerbate these early gaps: low-SES parents may invest fewer resources in vulnerable children, whereas high-SES parents may invest equally or more in them. Unlike prior research, the study focuses on investment during early childhood and examines two biological vulnerabilities: low birth weight (LBW) and difficult temperament. Investments are compared among siblings to minimize the influence of family-specific characteristics that might bias associations, drawing data from the National Longitudinal Survey of Youth-Maternal and Child Supplement. Results indicate that low-SES parents are less cognitively stimulating with LBW infants, whereas higher-SES parents are not, but that parents across SES are less stimulating with difficult versus average temperament children and are more likely to report spanking them in infancy.
	Bibliography Citation Ryan, Rebecca M., Christina Padilla and Caitlin Hines. "Differential Parenting of Biologically Vulnerable Versus Nonvulnerable Children By Socioeconomic Status." Presented: Chicago IL, Population Association of America Annual Meeting, April 2017.

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