3D-Transition: Challenges and Resources of Children and Their Families During the Transition From Preschool to School
3D-Transition Study: Challenges and Resources of Children and Their Families During the Transition From Preschool to School, in a Pregnancy Cohort
4 other identifiers
observational
939
1 country
3
Brief Summary
The 3D-Transition study is a follow-up of the 3D Cohort pregnancy study (NCT03113331, which covered from the 1st trimester of pregnancy to age 2 years) as the children transition into kindergarten and first grade. It aims at clarifying prenatal and preschool predictors of challenging and successful transitions to school as measured by mental health and academic outcomes.
Trial Health
Trial Health Score
Automated assessment based on enrollment pace, timeline, and geographic reach
participants targeted
Target at P75+ for all trials
Started May 2017
Longer than P75 for all trials
3 active sites
Health score is calculated from publicly available data and should be used for screening purposes only.
Trial Relationships
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Study Timeline
Key milestones and dates
Study Start
First participant enrolled
May 1, 2017
CompletedFirst Submitted
Initial submission to the registry
April 13, 2021
CompletedFirst Posted
Study publicly available on registry
May 5, 2021
CompletedPrimary Completion
Last participant's last visit for primary outcome
December 21, 2022
CompletedStudy Completion
Last participant's last visit for all outcomes
December 21, 2022
CompletedMay 12, 2022
May 1, 2022
5.6 years
April 13, 2021
May 6, 2022
Conditions
Keywords
Outcome Measures
Primary Outcomes (13)
Mental health: Change in child mental health represented by one latent symptom score of the overarching category: externalizing symptoms.
The latent factor will be based on three informants which provide these mental health symptom ratings: mother-, father-, and teacher-reports as measured with age-appropriate non-overlapping items from the externalizing symptoms scales of: i) the Strengths and Difficulties Questionnaire (SDQ) ii) the Child Behavior Checklist (CBCL) iii) the Behavior scale of the Quebec Longitudinal Study of Child Development (QLSCD).
Six times across 4 years, in the spring during Pre-Kindergarten, then in the fall and spring of Kindergarten and Grade 1, then in the spring of Grade 2
Mental health: Change in child mental health represented by one latent symptom score of the overarching category: internalizing symptoms.
The latent factor will be based on three informants which provide these mental health symptom ratings: mother-, father-, and teacher-reports as measured with age-appropriate non-overlapping items from the externalizing symptoms scales of: i) the Strengths and Difficulties Questionnaire (SDQ) ii) the Child Behavior Checklist (CBCL) iii) the Behavior scale of the Quebec Longitudinal Study of Child Development (QLSCD).
Six times across 4 years, in the spring during Pre-Kindergarten, then in the fall and spring of Kindergarten and Grade 1, then in the spring of Grade 2
Neurodevelopment - Change in executive function
Change in one latent factor score of executive function based on the following tasks: 1. Dimensional Change Card Sort (DCCS) measuring degree of cognitive flexibility 2. Random Object Span Task (ROST), a child version of the Self-Ordered Pointing (SOP) test measuring degree of working memory. 3. Wechsler's Digit Span subtest measuring degree of working memory.
Yearly, across 3 years: in Pre-Kindergarten, Kindergarten and Grade 1
Neurodevelopment - Change in visuo-spatial ability
Change in visuo-spatial ability based on the Wechsler's Block Design subtest.
Yearly, across 3 years: in Pre-Kindergarten, Kindergarten and Grade 1
Neurodevelopment - Change in visuo-motor integration
Change on the Beery Visuo-Motor integration subtest.
Yearly, across 2 years: in Pre-Kindergarten and in Kindergarten
Neurodevelopment - Change in social cognition
Change in social cognition based on a latent factor of 1st and 2nd order Theory Of Mind (TOM) tests.
Yearly, across 3 years: in Pre-Kindergarten, Kindergarten and Grade 1
Neurodevelopment - Change in emotional development
Change on the Pons and Harris (2000) Test of Emotion Comprehension (TEC) score.
Yearly, across 3 years: in Pre-Kindergarten, Kindergarten and Grade 1
Academic skills scores - Change in school readiness
Change in the total score of The Lollipop Test comprising 4 dimensions: 1) Identification of Colors and Shapes, and Copying Shapes, 2) Picture Description, Position, and Spatial Recognition, 3) Identification of Numbers, and Counting, and 4) Identification of Letters, and Writing.
Yearly, across 2 years: in Pre-Kindergarten and Kindergarten
Academic skills scores- Change in Number Knowledge abilities
Change in a score combining The Number Knowledge Test (NKT) and the Mathematics subtest of the Canadian Achievement Test (CAT).
Yearly, across 3 years: in Pre-Kindergarten, Kindergarten and Grade 1
Academic skills scores - Change in receptive vocabulary
Change in the total score of the Peabody Picture Vocabulary Test (PPVT) in French or English versions.
Yearly, across 3 years: in Pre-Kindergarten, Kindergarten and Grade 1
Academic skills scores - Change in Reading ability
The Kaufman Assessment Battery for Children (K-ABC) reading ability test score in French or English versions.
Grade 1 only
Academic skills scores - Change in academic performance.
Change in teacher reports on child academic achievement.
Yearly, across 2 years: in Grades 1 and 2
Change in Morning and evening salivary cortisol levels
A subsample of 382 (out of 400 targeted) from cohorts 2 and 3 participated in a measurement burst design of 11 measurement days (2 samples/day), in June and August preceding entry into kindergarten (baseline), then twice one week apart at kindergarten entry in early September, then first Wednesday in each of November, February, and April. The following June, August, and early September measures were then repeated as the children moved towards entry to 1st grade.
Pre-Kindergarten to Grade 1 (Across a 16 months period from June in Year 1 to September in Year 2)
Study Arms (3)
Cohort 1
These are the eldest children who entered kindergarten in September 2016.
Cohort 2
These children entered kindergarten in September 2017.
Cohort 3
These are the youngest children who entered kindergarten in September 2018
Eligibility Criteria
General population sample from the main university hospitals affiliated with the province of Québec, Canada's 4 faculties of medicine between November 2010 and March 2013, included.
You may qualify if:
- All participating families from Clinical Trials NCT03113331 who had accepted a follow-up past the original pregnancy to age 2-years time span of that protocol.
Contact the study team to confirm eligibility.
Sponsors & Collaborators
- St. Justine's Hospitallead
- Canadian Institutes of Health Research (CIHR)collaborator
- Université de Sherbrookecollaborator
- CHU de Quebec-Universite Lavalcollaborator
- Université de Montréalcollaborator
- Laval Universitycollaborator
Study Sites (3)
CHU Ste-Justine Research Center
Montreal, Quebec, H3T 1C5, Canada
CHU de Quebec-Universite Laval
Québec, Quebec, G1V 4G2, Canada
Université de Sherbrooke
Sherbrooke, Quebec, J1H 5N4, Canada
Related Publications (3)
Parent S, Lupien S, Herba CM, Dupere V, Gunnar MR, Seguin JR. Children's cortisol response to the transition from preschool to formal schooling: A review. Psychoneuroendocrinology. 2019 Jan;99:196-205. doi: 10.1016/j.psyneuen.2018.09.013. Epub 2018 Sep 14.
PMID: 30253327BACKGROUNDRioux C, Parent S, Castellanos-Ryan N, Archambault I, Boivin M, Herba CM, Lupien SJ, Marc I, Muckle G, Fraser WD, Seguin JR. The 3D-Transition Study: Objectives, Methods, and Implementation of an Innovative Planned Missing-Data Design. Am J Epidemiol. 2021 Nov 2;190(11):2262-2274. doi: 10.1093/aje/kwab141.
PMID: 33987638BACKGROUNDLeblond M, Parent S, Castellanos-Ryan N, Lupien SJ, Fraser WD, Seguin JR. Transition from preschool to school: Children's pattern of change in morning cortisol concentrations. Psychoneuroendocrinology. 2022 Jun;140:105724. doi: 10.1016/j.psyneuen.2022.105724. Epub 2022 Mar 14.
PMID: 35325645RESULT
Biospecimen
Salivary hormones in a subsample of 382 children
MeSH Terms
Conditions
Condition Hierarchy (Ancestors)
Study Officials
- PRINCIPAL INVESTIGATOR
Jean R. Séguin, Ph.D.
CHU Ste-Justine Research Center and Université de Montréal
- PRINCIPAL INVESTIGATOR
Sophie Parent, Ph.D.
CHU Ste-Justine Research Center and Université de Montréal
- PRINCIPAL INVESTIGATOR
Natalie Castellanos-Ryan, Ph.D.
CHU Ste-Justine Research Center and Université de Montréal
Study Design
- Study Type
- observational
- Observational Model
- FAMILY BASED
- Time Perspective
- PROSPECTIVE
- Sponsor Type
- OTHER
- Responsible Party
- PRINCIPAL INVESTIGATOR
- PI Title
- Researcher
Study Record Dates
First Submitted
April 13, 2021
First Posted
May 5, 2021
Study Start
May 1, 2017
Primary Completion
December 21, 2022
Study Completion
December 21, 2022
Last Updated
May 12, 2022
Record last verified: 2022-05
Data Sharing
- IPD Sharing
- Will share
- Time Frame
- Partial data from earlier waves may be available upon request. The bulk of the data should be available by March 2023.
- Access Criteria
- Data are under the jurisdiction of the Centre Hospitalier Universitaire (CHU) Ste-Justine Research Ethics Committee and subject to current provincial and national privacy laws guiding their ethical use in Québec, Canada. To submit a request, please visit the 3D-Cohort Study website or contact the principal investigator.
The procedures by which de-identified data will be accessible are being clarified as rules and regulations are currently under study in this jurisdiction. In the meantime the investigators can be contacted for updates - see "More information"