BACKGROUND Early life exposure to triclosan, an antimicrobial chemical and suspected endocrine disruptor, may adversely affect neurodevelopment. No studies have examined gestational and early childhood exposure to triclosan and children's academic achievement. METHODS Using data from 193 mother-child pairs from the HOME Study, we quantified triclosan in maternal and child urine samples up to nine times between the second trimester of gestation (16-weeks) and age 8 years. At age 8 years, we administered the reading and math components of the Wide Range Achievement Test-4 (WRAT-4) to children. Using multiple informants models, we estimated covariate-adjusted associations of triclosan concentrations during each time period with WRAT-4 scores. We also tested whether associations differed by exposure period and child sex. RESULTS There was evidence that timing of exposure modified the associations between triclosan and reading composite scores (triclosan-exposure period interaction p-value = 0.20), but not math scores (interaction p-value = 0.72). Each 10-fold increase in triclosan concentrations at delivery was associated with lower reading composite scores (β:-2.6; 95 % CI:-5.0, -0.1). Additionally, we observed weaker and less precise inverse association of math scores with triclosan concentrations at delivery (β:-1.9; 95 % CI:-4.6, 0.8) and at age 1 year (β:-2.0; 95 % CI:-6.0, 2.1). There was not strong evidence that child sex modified the pattern of associations between repeated triclosan measures and WRAT-4 reading composite or math scores (sex-triclosan-exposure period interaction p-values>0.20). CONCLUSION Urinary triclosan concentrations at delivery and at age 1 year, but not other times during gestation or childhood, were associated with lower reading composite and to a lesser extent math test scores at age 8 years in this cohort of U.S. children.

中文翻译：

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8 岁儿童的妊娠和儿童尿液三氯生浓度和学业成绩。

背景 生命早期接触三氯生，一种抗菌化学物质和疑似内分泌干扰物，可能对神经发育产生不利影响。没有研究检查妊娠期和儿童早期接触三氯生与儿童学业成绩的关系。方法 使用来自 HOME 研究的 193 对母子的数据，我们在妊娠中期（16 周）和 8 岁之间对母婴尿液样本中的三氯生进行了多达 9 次量化。在 8 岁时，我们为孩子们管理了广泛成就测试 4 (WRAT-4) 的阅读和数学部分。使用多个线人模型，我们估计了每个时间段内三氯生浓度的协变量调整关联与 WRAT-4 评分。我们还测试了关联是否因接触时间和儿童性别而异。结果 有证据表明，接触时间改变了三氯生和阅读综合分数之间的关联（三氯生-接触时间交互作用 p 值 = 0.20），但数学分数没有变化（交互作用 p 值 = 0.72）。分娩时三氯生浓度每增加 10 倍，阅读综合评分就会降低（β：-2.6；95% CI：-5.0，-0.1）。此外，我们观察到分娩时（β：-1.9；95% CI：-4.6、0.8）和 1 岁时（β：-2.0；95% CI：-6.0）数学分数与三氯生浓度的负相关关系较弱且不太精确, 2.1). 没有强有力的证据表明儿童性别改变了重复三氯生测量与 WRAT-4 阅读综合或数学分数之间的关联模式（性别-三氯生-暴露期相互作用 p 值 > 0.20）。