scholarly journals Indirect effects of fidelity to the family check-up on changes in parenting and early childhood problem behaviors.

2013 ◽  
Vol 81 (6) ◽  
pp. 962-974 ◽  
Author(s):  
Justin D. Smith ◽  
Thomas J. Dishion ◽  
Daniel S. Shaw ◽  
Melvin N. Wilson
Keyword(s):  
Early Childhood ◽  
Problem Behaviors ◽  
Indirect Effects ◽  
The Family

scholarly journals Indirect effects of the family check-up on school-age academic achievement through improvements in parenting in early childhood.

2013 ◽  
Vol 105 (3) ◽  
pp. 762-773 ◽  
Author(s):  
Lauretta M. Brennan ◽  
Elizabeth C. Shelleby ◽  
Daniel S. Shaw ◽  
Frances Gardner ◽  
Thomas J. Dishion ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Indirect Effects ◽  
School Age ◽  
The Family

scholarly journals Erratum to: Preventing Weight Gain and Obesity: Indirect Effects of the Family Check-Up in Early Childhood

2015 ◽  
Vol 16 (3) ◽  
pp. 420-420
Author(s):  
Justin D. Smith ◽  
Zorash Montaño ◽  
Thomas J. Dishion ◽  
Daniel S. Shaw ◽  
Melvin N. Wilson
Keyword(s):  
Early Childhood ◽  
Weight Gain ◽  
Indirect Effects ◽  
The Family

scholarly journals Preventing Weight Gain and Obesity: Indirect Effects of the Family Check-Up in Early Childhood

2014 ◽  
Vol 16 (3) ◽  
pp. 408-419 ◽  
Author(s):  
Justin D. Smith ◽  
Zorash Montaño ◽  
Thomas J. Dishion ◽  
Daniel S. Shaw ◽  
Melvin N. Wilson
Keyword(s):  
Early Childhood ◽  
Weight Gain ◽  
Indirect Effects ◽  
The Family

scholarly journals Effects of Maternal Self-Esteem, Coparenting and Warmth in Early Childhood on Children’s Problem Behaviors at School Entry

2021 ◽  
Vol 42 (4) ◽  
pp. 473-489
Author(s):  
Tae-Sun Kim ◽  
Hyun-Sim Doh
Keyword(s):  
Early Childhood ◽  
Problem Behaviors ◽  
Indirect Effects ◽  
Self Esteem ◽  
Early Years ◽  
School Entry ◽  
Equation Modeling ◽  
Externalizing Problem Behaviors ◽  
Externalizing Problem ◽  
Internalizing And Externalizing

Objectives: The present study examined the effects of maternal self-esteem, coparenting and warmth in early childhood on children’s problem behaviors at school entry.Methods: The data were drawn from the seventh (T1, age 5) and eighth (T2, age 6) waves of the Panel Study of Korean Children (PSKC). A total of 1,429 mothers of 6-year-old children at T2 participated in this study. Data were analyzed with Structural Equation Modeling (SEM).Results: First, in relation to direct paths, the mother’s self-esteem at age 5 had direct effects on both internalizing and externalizing problem behaviors when children were aged 6 at school entry. Second, regarding indirect paths, mother’s self-esteem at age 5 had indirect effects on children’s internalizing and externalizing problem behaviors at age 6 through coparenting at age 5 and maternal warmth, respectively. Lastly, in relation to other indirect paths, mother’s self-esteem at age 5 had indirect effects on children’s internalizing and externalizing problem behaviors sequentially at age 6 through coparenting at age 5 and maternal warmth.Conclusion: This short-term longitudinal study explored whether mothers’ self-esteem, coparenting, and warmth in early childhood have crucial effects on children’s internalizing and externalizing problem behaviors at school entry. The results emphasize the importance of positive family dynamics in early years of life to prevent children’s problem behaviors. The findings of this study offer meaningful foundation for designing parenting education programs for parents and families as well as behavioral intervention programs for children, and they can ultimately serve as basic data for heathy development of children and family.

scholarly journals Collateral benefits of the family check-up on early childhood school readiness: Indirect effects of parents' positive behavior support.

2008 ◽  
Vol 44 (6) ◽  
pp. 1737-1752 ◽  
Author(s):  
Erika S. Lunkenheimer ◽  
Thomas J. Dishion ◽  
Daniel S. Shaw ◽  
Arin M. Connell ◽  
Frances Gardner ◽  
...  
Keyword(s):  
Early Childhood ◽  
School Readiness ◽  
Positive Behavior Support ◽  
Indirect Effects ◽  
Positive Behavior ◽  
Behavior Support ◽  
The Family

The contributory role of the family context in early childhood sleep health: A systematic review

Sleep Health ◽  
2021 ◽  
Author(s):  
Lauren B. Covington ◽  
Freda Patterson ◽  
Lauren E. Hale ◽  
Douglas M. Teti ◽  
Angeni Cordova ◽  
...  
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Family Context ◽  
Sleep Health ◽  
The Family

Social and Familial Factors in the Development of Early Childhood Asthma

PEDIATRICS ◽  
1985 ◽  
Vol 75 (5) ◽  
pp. 859-868 ◽  
Author(s):  
L. J. Horwood ◽  
D. M. Fergusson ◽  
F. T. Shannon
Keyword(s):  
Early Childhood ◽  
Birth Cohort ◽  
Childhood Asthma ◽  
Proportional Hazards ◽  
Large Range ◽  
Significant Risk ◽  
Social Background ◽  
Familial Factors ◽  
The Family

The role of social and familial factors in the development of childhood asthma by age 6 years was studied in a birth cohort of New Zealand children. Rates of asthma varied markedly with the child's sex; boys had twice the rate of asthma as girls. In addition, the factors associated with asthma varied with the child's sex. For boys, wheeze during infancy, early eczema, and parental asthma were all significant risk factors; for girls, the only risk factor was early eczema. Proportional hazards modeling of the data failed to show any significant associations between the development of asthma and a large range of other social and familial factors including breast-feeding, parental smoking habits, pets in the child's family, stress in the family, or family social background. It was concluded that asthma in early childhood appeared to be inherited to some extent, its age of expression was related to the child's sex, and it had a complex interaction with other forms of allergic disease. There was no evidence to suggest that the structure, practices, or dynamics of the child's family played a significant role in the development of asthma for children in this birth cohort.

Counseling Parents of Children With Behavior Problems: The Use of Extinction and Time-Out Techniques

PEDIATRICS ◽  
1977 ◽  
Vol 59 (1) ◽  
pp. 78-85
Author(s):  
Ronald S. Drabman ◽  
Greg Jarvie
Keyword(s):  
Problem Behaviors ◽  
Inappropriate Behavior ◽  
Time Intervals ◽  
Alternative Behavior ◽  
Home Setting ◽  
Time Out ◽  
Behavior Response ◽  
Disciplinary Problems ◽  
The Family ◽  
Selection Of

The pediatrician is the professional most frequently sought out for advice concerning disciplinary problems with children in the home. Behavioral psychologists have advocated the use of contingent ignoring and time-out procedures to help reduce problem behaviors; however, practicing pediatricians have found that these two procedures are often not successful. In fact, sometimes the two procedures seem to exacerbate inappropriate behavior. This paper documents the difficulties found in using the ignoring and/or time-out procedures in the home setting. Potential pitfalls in the use of ignoring, including not specifying the target behavior, not taking a baseline, inadvertently, intermittently reinforcing the inappropriate behavior, response bursts, spontaneous recovery, and not reinforcing an appropriate alternative behavior, are described. In addition, several pitfalls in the use of the time-out procedure, including selection of isolation area, inappropriate selection of time intervals, interference from others in the family, and escape attempts on the part of the child are discussed. For each potential problem a remedy is suggested.

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