Correlates of change in adults’ television viewing time : a four-year follow-up study

Purpose: Adults tend to increase their television (TV) viewing time as they age, but little is known about attributes associated with change in TV viewing over time. This study examined individual, social, and environmental correlates of change in TV viewing time for 4 yr.

Methods: Adult participants (n = 897) from a longitudinal epidemiological study in Adelaide, Australia, reported TV viewing time at baseline (2003–2004) and at follow- up (2007–2008). Generalized linear modeling was used to examine correlates of change in TV viewing time.

Results: The mean TV viewing time increased from 112 to 116 min·d-1 from baseline to follow-up. Adjusted for TV viewing time at baseline, having a tertiary education was associated with a 13% lower TV time at follow-up (P = 0.007). Each additional hour of occupational and transport physical activity at baseline was associated with a 2% and 7% lower TV viewing at follow-up (P = 0.031 and P = 0.023, respectively). For men, an additional hour of domestic physical activity was associated with a 7% higher TV viewing time at follow-up (P = 0.006). A significant neighborhood walkability × working status interaction (P = 0.035) indicated that, for those who were not working, living in a highly walkable neighborhood was associated with a 23% lower TV viewing time at follow-up (P = 0.003).

Conclusions: Adults with lower educational attainment, adults with lower occupational and transport physical activity, men with higher domestic physical activity, and nonworking adults living in lowly walkable neighborhoods were at higher risk of increase in TV viewing time. Interventions should target multiple variables at the individual, social, and environmental levels to address age-related increases in TV viewing time.

Does gender matter? A one year follow-up of autistic, attention and anxiety symptoms in high-functioning children with autism spectrum disorder

Gender differences in autism spectrum disorder (ASD) symptoms and associated problem behaviours over development may provide clues regarding why more males than females are diagnosed with ASD. Fifty-six high-functioning children with ASD, and 44 typically developing controls, half of the participants female, were assessed at baseline (aged 7–12 years) and one-year later, collecting measures of autism, attention and anxiety symptoms, school placement and support information. Findings indicated no gender differences in autistic symptoms. Males were more hyperactive and received more integration-aide support in mainstream schools, and females were more socially anxious. Overall, similar gender profiles were present across two time points. Lower hyperactivity levels in females might contribute to their under-identification. Implications are discussed using a biopsychosocial model of gender difference.

Three year follow-up of an early childhood intervention: what about physical activity and weight status?

Fundamental movement skills are a correlate of physical activity and weight status. Children who participated in a preschool intervention had greater movement skill proficiency and improved anthropometric measures (waist circumference and BMI z scores) post intervention. Three years later, intervention girls had retained their object control skill advantage. The study purpose was to assess whether at three year follow up a) intervention children were more physically active than controls and b) the intervention effect on anthropometrics was still present.

Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: a one-year follow-up study

Little is known about the link between Executive Functioning (EF) and academic performance in children with Autism Spectrum Disorder (ASD) and how such links develop over time. This study examined word reading, basic mathematics, attention switching, sustained attention and their development. Two age, gender and perceptual IQ matched groups of cognitively able 7-12 year olds (ASD N = 40; typical developing [TYP] N = 40) were assessed at baseline and one year later, completing Word Reading and Numerical Operations tests and computerized tasks tapping attention switching and sustained attention. Children with ASD had similar word reading and numerical operations performance and similar development of these skills relative to TYP children. A delay in attention switching but similar development was found in children with ASD relative to TYP children. The EF tasks were correlated with reading and mathematics in ASD children only, however, in regression analyses these factors were not significant predictors of Time 2 reading and mathematics after accounting for Time 1 reading and mathematics scores. These findings indicate similar word reading and mathematics development but atypical attention profiles in cognitively able children with ASD. Implications for educators are discussed.