Etiology of preschool behavior problems: Contributions of temperament attributes in early childhood

2012 ◽  
Vol 33 (2) ◽  
pp. 197-211 ◽  
Author(s):  
Maria A. Gartstein ◽  
Samuel P. Putnam ◽  
Mary K. Rothbart
Keyword(s):  
Early Childhood ◽  
Behavior Problems ◽  
Preschool Behavior Problems

LONGITUDINAL RELATIONS BETWEEN TEMPERAMENT TRAITS AND BEHAVIORAL SYNDROMES IN MIDDLE CHILDHOOD

PEDIATRICS ◽  
1994 ◽  
Vol 94 (4) ◽  
pp. 526-526
Author(s):  
Richard D. Rende
Keyword(s):  
Early Childhood ◽  
Behavior Problems ◽  
Delinquent Behavior ◽  
First Grade ◽  
Attention Problems ◽  
Behavioral Syndromes ◽  
Temperament Traits ◽  
Infancy And Early Childhood ◽  
Anxiety Depression ◽  
High Emotionality

Objective: This study tested Graham and Stevenson's 1987 hypothesis specifying links between EAS (emotionality-activity-sociability) temperament traits and behavioral syndromes of depression, hyperactivity, and delinquency in an unselected sample of 164 children in infancy and early childhood. Method: Mothers completed the Colorado Child Temperament Inventory. Each mother also used the Child Behavior Checklist (CBCL) to report on her child's behavior problems after the child's completion of first grade. Scores on three CBCL scales, anxiety/depression and attention problems, and delinquent behavior, were examined in relation to the EAS traits. Results: For boys, high emotionality in infancy and early childhood was associated with high scores on both the anxiety/depression and attention problem scales. For girls, both high emotionality and low sociability predicted high scores on the anxiety/depression scale. There were no associations between EAS traits and attention problems for girls. There was little evidence for links between EAS traits and delinquent behavior for either boys or girls. Conclusions: The results are discussed with respect to temperamental traits as risk factors for the emergence of behavior problems in childhood.

Preschool Behavior Problems and Subsequent Risk of Injury

PEDIATRICS ◽  
1988 ◽  
Vol 82 (4) ◽  
pp. 644-651
Author(s):  
L. L. Davidson ◽  
S. J. Hughes ◽  
P. A. O'Connor
Keyword(s):  
Behavior Problems ◽  
Injury Rate ◽  
Background Information ◽  
Discipline Problems ◽  
Specific Behavior ◽  
Maternal Characteristics ◽  
Risk Of Injury ◽  
Increased Risk ◽  
Widespread Belief ◽  
Preschool Behavior Problems

The hospital records of 951 children from a previously established birth cohort for which behavioral and extensive background information was available were checked for 3 years following the fifth birthday of the youngest child. The aim was to determine whether children with certain specific behavior disorders had a higher rate of injury than those without. Although the predicted relationships between overactive behavior, decreased concentration, and injury rate were not found, the hypothesis of an increased risk of injury for boys and for children with discipline problems was confirmed. Also, the association between male sex and injury remained after controlling for the behavior variables related to injury. In general, some support was found for the suggestion of increased risk of injury among children who have specific behavior problems, although, contrary to widespread belief, this relationship accounts for only a small percentage of the injuries found in the cohort. Moreover, the relationship is modified by maternal characteristics and by the sex of the child. Unexpectedly, encopresis and marked fears were found to be risk factors for injury, although these effects were relatively small.

Predicting differentiated developmental trajectories of prosocial behavior: A 12-year longitudinal study of children facing early risks and vulnerabilities

2020 ◽  
pp. 016502542093563 ◽  
Author(s):  
Qinxin Shi ◽  
Idean Ettekal ◽  
Jeffrey Liew ◽  
Steven Woltering
Keyword(s):  
Early Childhood ◽  
Behavior Problems ◽  
Prosocial Behavior ◽  
Low Income ◽  
Developmental Trajectories ◽  
Peer Acceptance ◽  
Peer Rejection ◽  
Individual Characteristics ◽  
Risk And Resilience ◽  
Stable Class

The current study examined the heterogeneity in the development of school-based prosocial behavior from Grades 1 to 12 and the role of multiple early childhood antecedents in predicting heterogeneous developmental trajectories of prosocial behavior in a sample of 784 children facing early risks and vulnerabilities (predominantly from low-income families and academically at risk; 52.6% male). In alignment with the risk and resilience framework, antecedents consisted of risk and protective factors from both individual (i.e., ego-resilient personality, behavior problems, intelligence, academic performance, gender, and ethnicity) and contextual domains (i.e., maternal support and responsiveness, family socioeconomic adversity, teacher–child warmth and conflict, and peer acceptance and rejection). We identified four distinct prosocial trajectories including a high-stable (52.5%), high-desisting (15%), moderate-increasing (20.6%), and low-stable class (11.9%). Results revealed that the low-stable, high-desisting, and moderate-increasing classes were associated with lower ego resiliency, higher behavior problems, lower teacher–child warmth, higher teacher–child conflict, and peer rejection in early childhood, compared to the high-stable group. Boys and African Americans were more likely to be in the low-stable, high-desisting, and moderate-increasing classes. Individual characteristics such as ego-resilient personality and contextual influences such as teacher–child warmth served as common protective antecedents. Interestingly, teacher–child conflict served as a unique predictor for the high-desisting class, and behavior problems and peer rejection served as unique predictors for the low-stable class.

scholarly journals Using Early Childhood Behavior Problems to Predict Adult Convictions

2018 ◽  
Vol 47 (5) ◽  
pp. 765-778 ◽  
Author(s):  
Francesca Kassing ◽  
◽  
Jennifer Godwin ◽  
John E. Lochman ◽  
John D. Coie
Keyword(s):  
Early Childhood ◽  
Behavior Problems ◽  
Childhood Behavior ◽  
Childhood Behavior Problems ◽  
Early Childhood Behavior
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