Behavior Problems in Toddlers With and Without Developmental Delays: Comparison of Treatment Outcomes

The purpose of this study is to examine the effectiveness of an in-home parent management program for toddlers with behavior problems and developmental delays by comparing outcomes for a group of toddlers with developmental delays (n = 27) and a group of toddlers without developmental delays (n = 27). The majority of children lived in single parent, low-income homes. Results suggest that the parent management program is equally effective for children with and without developmental delays. Parents from both groups reported clinically significant improvement in their children's behavior and parenting practices. Clinical implications regarding the importance of these findings for improving outcomes for toddlers with behavior problems and developmental delays living in poverty were discussed.     

Predicting Treatment Success in Child and Parent Therapy Among Families in Poverty

Behavior problems are prevalent in young children and those living in poverty are at increased risk for stable, high-intensity behavioral problems. Research has demonstrated that participation in child and parent therapy (CPT) programs significantly reduces problematic child behaviors while increasing positive behaviors. However, CPT programs, particularly those implemented with low-income populations, frequently report high rates of attrition (over 50%). Parental attributional style has shown some promise as a contributing factor to treatment attendance and termination in previous research. The authors examined if parental attributional style could predict treatment success in a CPT program, specifically targeting low-income urban children with behavior problems. A hierarchical logistic regression was used with a sample of 425 families to assess if parent- and child-referent attributions variables predicted treatment success over and above demographic variables and symptom severity. Parent-referent attributions, child-referent attributions, and child symptom severity were found to be significant predictors of treatment success. Results indicated that caregivers who viewed themselves as a contributing factor for their child's behavior problems were significantly more likely to demonstrate treatment success. Alternatively, caregivers who viewed their child as more responsible for their own behavior problems were less likely to demonstrate treatment success. Additionally, more severe behavior problems were also predictive of treatment success. Clinical and research implications of these results are discussed.     

3～6岁幼儿对攻击性行为的认知评价分析

通过故事评定法分析了3～6岁幼儿对攻击性行为的认知评价,结果表明:①此年龄段的幼儿对攻击性行为的认知已经达到一定的成熟度,开始考虑攻击性行为的条件与方式;②幼儿对攻击性行为的认知评价存在一定的性别差异,主要表现在受到言语侵犯时的攻击性行为;③对攻击性行为的认知评价的年龄差异突出表现在5岁与6岁之间.④采用蒙特梭利教育法的实验班幼儿,对攻击性行为比非实验班幼儿评价得更消极.     

Neuromotor Functioning and Behavior Problems in Children at Risk for Psychopathology

Previous studies have found that early neuromotor deficits may be a precursor of later psychopathology. The present study examined the relationship between neuromotor dysfunction and behavioral deviance in children characterized by a variety of risk factors (parental schizophrenia, parental psychiatric disorder other than schizophrenia, and parental maltreatment). The sample consisted of 108 children (average age 9.75 years) who were assessed twice, approximately 1 year apart. It was found that maltreated children had poorer neuromotor functioning and more behavior problems than children who were not maltreated, regardless of parental psychiatric status. The results also indicated that the relationship between neuromotor functioning and problem behaviors varied as a function of parental psychiatric status. These findings suggest that, although the effects of maltreatment are generalized and pervasive, there are distinctive relationships between neuromotor functioning and behavioral deviance depending on the nature of the risk factors a child has been exposed to.     

Emotional and Behavioural Problems Among Refugee Children and Adolescents Living in South Australia

While there is a growing body of literature on the mental health status of adult refugees, children have been relatively neglected in research, particularly in Australia. This study investigated the prevalence of emotional and behavioural problems and patterns of service utilisation among 530 refugee children and adolescents aged 4–17 years living in South Australia. Parents and teachers of children aged 4–17 years and adolescents aged 13–17 years completed the appropriate versions of the Strengths and Difficulties Questionnaire. Of the 11.0% of children and adolescents found to have borderline or abnormal emotional and behavioural problems, only 13.0% accessed professional help. The study has practical implications for policy and practice.     

Appraisals of Child Behavior by Mothers of Problem and Nonproblem Toddlers

Mothers of problem and nonproblem toddlers rated videotapes of their own and unfamiliar children's behavior. They classified the behaviors as positive, negative, or neutral, and evaluated the intensity of the positive or negative behaviors. Ratings did not differ by problem status; however, all mothers classified their own children's behavior as less negative than did an independent observer. Mothers also evaluated all children's negative behavior as less aversive than did the observer. Finally, mothers mistakenly classified less of their own children's behavior as negative and more as positive when compared to their biases in classifying unfamiliar children's behavior.     

Behavior Problems in Young Children With or At Risk for Developmental Delay

We examined the prevalence of behavior problems and their relationship to child, parent, and family factors in 76 children with or at risk for developmental delay. Parents reported that 42% of the children had behavior problems. Child Behavior Checklist (CBC) scores revealed that 25% of the sample scored above the borderline cutoff. Although the total, externalizing, and internalizing mean CBC scores did not differ from the normative group (same-aged peers without developmental delay), each of the syndrome subscales was significantly higher in the study group. The Reiss Scales for Children's Dual Diagnosis revealed that, as compared to older children (4 years) with developmental delay, the study sample scored significantly lower on the total score and 8 of the 10 subscales. Increased CBC total scores were significantly related to dependency and management of the child, birth weight, gestational length, paternal illness, maternal depression, perceived personal burden of care, maternal escape-avoidance coping strategy, family disharmony, and financial stress. CBC total scores were significantly negatively correlated with being of a multiple birth, paternal education, maternal employment, two-parent family, family social support, and family income. Multiple regression analyses revealed that an empirically-derived combination of child, parent, and family variables accounted for 31% of the variance in CBC total scores. Our findings suggest that 2-year old children with or at-risk for developmental delay may already be showing signs of increased risk of behavior problems relative to peers without developmental delay. We identified several child, parent, and family variables that may help to pinpoint children at increased riskxs for psychopathology.     

Peer Rejection in Childhood: Effects on Maternal Depression and Behavior Problems in Toddlers

The aim of this study was to develop a conceptual model that would clarify how a woman's recollections of peer and parent rejection in childhood influence her emotional well-being and, resultantly, her own child's behavior problems. Given current interest in peer versus parent influences, the authors used a design and analysis to reveal the unique contributions of peer and parent rejection. The participants were a community sample of 88 mothers and their 2 1/2-year-old children. The study found that mothers' recollections of peer rejection in childhood were significantly associated with depressive symptomatology, but recollections of parental rejection in childhood were unrelated to current depressive symptoms. Recollections of peer rejection during childhood, internal representation of self, and depressive symptoms made significant, unique contributions to the variance in behavior problems in their children. Together, these variables significantly explained 27% of the variance in the final model.     

气质特征对学龄前儿童牙科治疗行为的影响

为探索气质特征对学龄前儿童牙科治疗行为的影响,本研究采用《中国学龄前儿童气质量表(CPTS)》测查了218名3~7岁首次接受牙科治疗儿童的气质特征,同时用Frankl Behavior Rating Scale(FBRS)对其牙科治疗行为进行评估。结果显示:适应性、趋避性及心境三个气质维度得分高的儿童出现牙科治疗行为问题几率大,其中适应性与牙科治疗行为问题相关性最大,气质类型为麻烦型、发动缓慢型儿童易出现牙科治疗行为问题,男孩较女孩更容易出现牙科治疗行为问题。本研究结果为临床儿童牙科医生如何应对有牙科治疗行为问题的儿童提供了理论依据,对如何进行牙科行为管理有一定的临床指导价值。     

幼儿心理压力的现状及与行为问题、家庭生态环境之间的关系

本文考察了幼儿心理压力的现状,并对性别、年龄和入托性质等影响因素做了检验与分析,此外还进行了幼儿心理压力与行为问题及家庭生态环境之间的相关研究。结果发现,68.9%幼儿存在一定程度的心理压力,其中压力较大的孩子约占10%;幼儿的心理压力与性别无关,但与年龄、入托性质等因素有关,大班比小班、全托比日托的孩子的心理压力大;幼儿心理压力与行为问题尤其是违纪行为存在一定的关系,与家庭生态环境的诸因素之间也都存在一定的关系。     

Screening for Significant Behavior Problems in Diverse Young Children Living in Poverty

The development and use of first line screening instruments is an essential first step in assessing behavior disorders in very young children. The Early Childhood Behavior Screen (ECBS) is a parent-report measure for behavior disorders and is normed on young children (1–5 years old) living in poverty. The current study presents psychometric support for the discriminative validity of the ECBS’s 10-item Challenging Behavior Scale (CBS) as a first-line screener for externalizing behavior problems for preschool aged-children in poverty. The study’s sample included 673 participants (M age years = 2.81; 63.2 % male; 65.8 % African American) that all met the federal definitional standard for living in poverty. A confirmatory factor analysis was run to provide support for the ECBS factor structure. Receiver operating characteristics (ROC) curve analyses were used to test the CBS’s ability to distinguish between 428 clinic-referred children and 245 non-clinic-referred children. Results showed an acceptable fit model for the ECBS, providing further evidence of its construct validity. Optimal cut-scores by child age derived from the ROC curve analyses were provided with corresponding levels of sensitivity, specificity, and positive and negative predictive values. Sensitivity rates for cut scores ranged from 0.76 to 0.83 and specificity rates ranged from 0.88 to 0.95. Acceptable test–retest reliability and good internal consistency also was observed. The CBS quickly identifies young children from low-income, urban, diverse populations that may be at-risk for developing significant behavior disorders and should be considered by health care professionals who work with very young children.     

积极道德情绪和年龄对3-5岁幼儿安慰行为的影响

大量研究已经表明,消极道德情绪可以促进幼儿的亲社会行为,但积极道德情绪对幼儿亲社会行为的促进作用仍然缺乏全面探索。安慰行为是幼儿的典型亲社会行为,本研究使用实验法,采取想象启动和实际启动两种范式,考察积极道德情绪对3-5岁257名幼儿的安慰行为的影响。研究发现,幼儿的安慰行为发展具有年龄特征,4岁是幼儿安慰行为发展的转变关键期,更有意义的是,研究证明积极道德情绪对幼儿的安慰行为具有促进效应。本研究结果能为有效培养儿童的安慰行为提供有益建议。     

Resilience in Children of Poverty

Most studies reviewed show that poverty has a negative impact on school success and the social and emotional functioning of learners in schools. Students' personal beliefs about their capabilities were found to influence their motivation and learning in schools. However, some children reared in poverty can become notably resilient and adaptive.     

Maternal Depressive Symptoms and Behavior Problems in Preschool Children from Low-Income Families: Comparison of Reports from Mothers and Teachers

This study compared behavior problems of children of mothers with elevated depressive symptoms and children of mothers with non-elevated depressive symptoms, using the same measure for mothers and teachers. Participants included 914 mother–teacher dyads of low-income children (M age of child = 62.9 months, SD = 4.0) who participated in the Early Head Start Research and Evaluation Project. Mothers completed a shortened version of CES-D to evaluate their own depressive symptoms. Teachers and mothers completed the Family and Child Experiences Survey Interviews (FACES) to assess children’s behavior problems. The results showed that children of mothers with elevated depressive symptoms-higher than the cut-off score for possible depression- showed higher aggressive and hyperactive behaviors than did children of mothers with non-elevated depressive symptoms according to the mothers’ rating; however, teachers rated the children no differently. Both mothers and teachers reported higher internalizing behaviors in children of mothers with elevated depressive symptoms than did those of mothers with non-elevated depressive symptoms. Maternal depressive symptoms moderated the relations between informants (mothers and teachers) and externalizing behaviours (aggressive and hyperactive) of children. These findings underscore the need for research in different settings such as at home and at school, to measure children’s behavior problems in order to gain a more comprehensive perspective on child functioning. Results suggest an emphasis on intervention or prevention programs targeting internalizing behavior problems, specifically for children of depressed mothers in low-income families.     

Multimethod Psychoeducational Intervention for Preschool Children with Disruptive Behavior: Two-Year Post-Treatment Follow-up

This paper describes the 2-year post-treatment follow-up of preschool children identified as having high levels of disruptive behavior at kindergarten entry. They were assigned to four treatment conditions: A no-treatment group, parent-training only, treatment classroom only, and the combination of parent training with the treatment classroom. Interventions lasted the entire kindergarten academic year. Initial post-treatment results reported previously indicated no effects for the parent-training program but some efficacy for the classroom intervention program. For this report, the disruptive behavior (DB) children were subdivided into those who did (n = 74) and did not (n = 77) receive the treatment classroom. Two-year post-treatment follow-up results indicated no differences between the classroom treated and untreated DB groups. These groups also failed to differ in the percentage of children using available treatments across the follow-up period. The DB children in both groups had significantly more symptoms of ADHD and ODD than a community control group (N = 47) at follow-up. They also received higher ratings of externalizing problems on the parent Child Behavior Checklist, more severe ratings of behavior problems at home, and ratings of more pervasive behavior problems at school, and had poorer academic skills. Results suggested that early intervention classrooms for DB children may not produce enduring effects once treatment is withdrawn, and that better approaches are needed for identifying those DB children at greatest risk for later maladjustment.     

Dimensions of Early Childhood Behavior Problems: Stability and Predictors of Change from 18 to 30 Months

The prevalence, structure, stability, and predictors of change in early behavior problems were examined in a population-based sample of Norwegian children at 18 and 30 months of age (N = 750). A clear factor structure involving four dimensions emerged at both assessment times: Two factors were characterized by externalizing behaviors and were labeled Social Adjustment and Overactive-Inattentive; one factor tapped internalizing problems and was labeled Emotional Adjustment; and the fourth, related to general immaturity, was labeled Regulation. Specific patterns of child and family risk factors were associated with stability and change over the two time points for each factor. Children with stable problems had the most problematic characteristics on all significant predictors, followed by children with problems at one, but not both, time points. The data suggest that it is possible to identify risk factors for stable problems at 18 months, allowing some prediction of those children whose problems will persist over early childhood. Since specific risk factors emerged for specific types of behavior problems, the results may provide some much-needed guidance to early intervention efforts.     

Behavior Problems, Academic Skill Delays and School Failure Among School-Aged Children in Foster Care: Their Relationship to Placement Characteristics

We describe the level of behavior problems, academic skill delays, and school failure among school-aged children in foster care. We also examine how behavior problems are associated with academic problems, and explore how these outcomes are related to children's placement characteristics. Foster parent and child home interviews, as well as teacher telephone interviews were conducted from a randomly selected sample of 302 children aged 6 through 12 years living in out-of-home placement. Interviews included standardized screening measures. Results showed that 27% of the children scored in the clinical range for a behavior problem, and 34% were rated as having at least one behavior problem in the classroom. Twenty-three percent of the children had severe delays in reading or math, 13% had repeated a grade, and 14% had a history of school suspension and/or expulsion. Behavior problems by foster parent report were related to child suspension and/or expulsion from school, but were not associated with severe academic delays or grade retention. Placement characteristics were only sometimes related to these outcomes. Future studies examining the mental health and educational needs of this population should take into account the child's sociodemographic and placement characteristics.     

Predicting Kindergarten Peer Social Status from Toddler and Preschool Problem Behavior

The aim of this study was to investigate the toddler and preschool predictors of early peer social preference. Behavioral and social functioning were examined in a sample of children across the toddler and preschool years from parent and teacher observations. Kindergarten social behavior and peer social preference were assessed in the children's kindergarten classrooms using standard sociometric techniques. Results indicated that parent report of toddler externalizing behavior and teacher report of preschool problem behavior, as indexed by aggressive behavior, social skills, and emotional regulation, were predictive of peer liking in kindergarten. However, this relation was mediated by specific behaviors evidenced in the kindergarten classroom. For boys, overt aggression mediated these relations. For girls, sharing and engaging in sneaky behavior in kindergarten mediated the relation between preschool problem behaviors and peer status. These results indicate that specific behaviors displayed in the peer group account for the relation between early problem behavior and peer status. Moreover, these data point to the importance of considering gender when examining developmental trajectories and outcomes.     

婚姻关系、亲子关系对3～6岁幼儿心理行为问题的影响

采用CBCL量表、自编的婚姻关系和亲子关系问卷调查了6所城市幼儿园的457名3～6岁幼儿,结果发现：(1)本研究中3～6岁幼儿心理行为问题的检出率为15．10％;(2)3-6岁幼儿的心理行为问题主要表现为交往不良、攻击性等外部行为问题;(3)没有心理行为问题的幼儿家庭其婚姻关系在性格相容、问题解决和性生活方面显著优于有心理行为问题的幼儿家庭,但在经济条件方面则相反;(4)婚姻关系和亲子关系则呈显著的正相关,并共同影响幼儿的心理行为问题。     

Structural Violence Effects on the Educational Life Chances of Children from Low Income Families in KwaZulu-Natal,South Africa

The aim of the study was to explore the structural conditions and social formations that mediate access to quality education amongst low income children in KwaZulu-Natal. Structural violence can lead to injustices to children such as the experience of hunger, disease, poverty and poor quality of education. A total of 117 students (male = 59; female = 58; age range 8 to 18 years) were drawn from three high schools, five primary schools and a special school in a district of KwaZulu-Natal, South Africa. The study captured the voices of participants through individual interviews and focus group interviews. Data were analyzed thematically. Systemic structural conditions in society such as poverty, lack of resources in schools, poor infrastructure in communities, poorly trained teachers, lack of accountability created barriers to educational access for children from poor backgrounds.