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Auteur John E. BATES |
Documents disponibles écrits par cet auteur (18)
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Sleep across early childhood: implications for internalizing and externalizing problems, socioemotional skills, and cognitive and academic abilities in preschool / Caroline P. HOYNIAK in Journal of Child Psychology and Psychiatry, 61-10 (October 2020)
[article]
Titre : Sleep across early childhood: implications for internalizing and externalizing problems, socioemotional skills, and cognitive and academic abilities in preschool Type de document : Texte imprimé et/ou numérique Auteurs : Caroline P. HOYNIAK, Auteur ; John E. BATES, Auteur ; Maureen E. MCQUILLAN, Auteur ; Angela D. STAPLES, Auteur ; Isaac T. PETERSEN, Auteur ; Kathleen M. RUDASILL, Auteur ; Victoria J. MOLFESE, Auteur Article en page(s) : p.1080-1091 Langues : Anglais (eng) Mots-clés : Sleep adjustment problems Index. décimale : PER Périodiques Résumé : BACKGROUND: Sleep is thought to be important for behavioral and cognitive development. However, much of the prior research on sleep's role in behavioral/cognitive development has relied upon self-report measures and cross-sectional designs. METHODS: The current study examined how early childhood sleep, measured actigraphically, was developmentally associated with child functioning at 54 months. Emphasis was on functioning at preschool, a crucial setting for the emergence of psychopathology. Participants included 119 children assessed longitudinally at 30, 36, 42, and 54 months. We examined correlations between child sleep and adjustment across three domains: behavioral adjustment (i.e., internalizing and externalizing problems), socioemotional skills, and academic/cognitive abilities. We further probed consistent associations with growth curve modeling. RESULTS: Internalizing problems were associated with sleep variability, and cognitive and academic abilities were associated with sleep timing. Growth curve analysis suggested that children with more variable sleep at 30 months had higher teacher-reported internalizing problems in preschool and that children with later sleep timing at 30 months had poorer cognitive and academic skills at 54 months. However, changes in sleep from 30 to 54 months were not associated with any of the domains of adjustment. CONCLUSIONS: Findings indicate that objectively measured sleep variability and late sleep timing in toddlerhood are associated with higher levels of internalizing problems and poorer academic/cognitive abilities in preschool. En ligne : http://dx.doi.org/10.1111/jcpp.13225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Child Psychology and Psychiatry > 61-10 (October 2020) . - p.1080-1091[article] Sleep across early childhood: implications for internalizing and externalizing problems, socioemotional skills, and cognitive and academic abilities in preschool [Texte imprimé et/ou numérique] / Caroline P. HOYNIAK, Auteur ; John E. BATES, Auteur ; Maureen E. MCQUILLAN, Auteur ; Angela D. STAPLES, Auteur ; Isaac T. PETERSEN, Auteur ; Kathleen M. RUDASILL, Auteur ; Victoria J. MOLFESE, Auteur . - p.1080-1091.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 61-10 (October 2020) . - p.1080-1091
Mots-clés : Sleep adjustment problems Index. décimale : PER Périodiques Résumé : BACKGROUND: Sleep is thought to be important for behavioral and cognitive development. However, much of the prior research on sleep's role in behavioral/cognitive development has relied upon self-report measures and cross-sectional designs. METHODS: The current study examined how early childhood sleep, measured actigraphically, was developmentally associated with child functioning at 54 months. Emphasis was on functioning at preschool, a crucial setting for the emergence of psychopathology. Participants included 119 children assessed longitudinally at 30, 36, 42, and 54 months. We examined correlations between child sleep and adjustment across three domains: behavioral adjustment (i.e., internalizing and externalizing problems), socioemotional skills, and academic/cognitive abilities. We further probed consistent associations with growth curve modeling. RESULTS: Internalizing problems were associated with sleep variability, and cognitive and academic abilities were associated with sleep timing. Growth curve analysis suggested that children with more variable sleep at 30 months had higher teacher-reported internalizing problems in preschool and that children with later sleep timing at 30 months had poorer cognitive and academic skills at 54 months. However, changes in sleep from 30 to 54 months were not associated with any of the domains of adjustment. CONCLUSIONS: Findings indicate that objectively measured sleep variability and late sleep timing in toddlerhood are associated with higher levels of internalizing problems and poorer academic/cognitive abilities in preschool. En ligne : http://dx.doi.org/10.1111/jcpp.13225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 The developmental course of illicit substance use from age 12 to 22: links with depressive, anxiety, and behavior disorders at age 18 / Jennifer E. LANSFORD in Journal of Child Psychology and Psychiatry, 49-8 (August 2008)
[article]
Titre : The developmental course of illicit substance use from age 12 to 22: links with depressive, anxiety, and behavior disorders at age 18 Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer E. LANSFORD, Auteur ; Stephen ERATH, Auteur ; Tianyi YU, Auteur ; Gregory S. PETTIT, Auteur ; Kenneth A. DODGE, Auteur ; John E. BATES, Auteur Année de publication : 2008 Article en page(s) : p.877 - 885 Langues : Anglais (eng) Mots-clés : Comorbidity behavior-disorders externalizing-disorders internalizing-disorders substance-use Index. décimale : PER Périodiques Résumé : Background: Previous theory and research suggest links between substance use and externalizing behavior problems, but links between substance use and internalizing problems are less clear. The present study sought to understand concurrent links among diagnoses of substance use disorders, internalizing disorders, and behavior disorders at age 18 as well as developmental trajectories of illicit substance use prior to and after this point.
Methods: Using data from 585 participants in the Child Development Project, this study examined comorbidity among substance use, behavior, and internalizing disorders at age 18 and trajectories of growth in illicit substance use from age 12 to age 22.
Results: In this community sample, meeting diagnostic criteria for comorbid internalizing disorders, a behavioral disorder (conduct disorder or oppositional defiant disorder) alone, or both internalizing and behavioral disorders predicted higher concurrent substance use disorders (abuse, dependence, or withdrawal). Meeting diagnostic criteria for an anxiety disorder alone or depression alone did not predict higher concurrent substance use diagnoses. Over time, youths with behavioral disorders at age 18 showed a pattern of increasing substance use across early adolescence and higher levels of substance use than those with no diagnosis at age 18. Substance use declines from late adolescence to early adulthood were observed for all groups.
Conclusions: Substance use disorders were more highly comorbid with behavior disorders than with internalizing disorders at age 18, and behavior disorder and comorbid behavior-internalizing disorders at age 18 were related to trajectories characterized by steep increases in illicit substance use during adolescence and high rates of illicit substance use over time.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01915.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542
in Journal of Child Psychology and Psychiatry > 49-8 (August 2008) . - p.877 - 885[article] The developmental course of illicit substance use from age 12 to 22: links with depressive, anxiety, and behavior disorders at age 18 [Texte imprimé et/ou numérique] / Jennifer E. LANSFORD, Auteur ; Stephen ERATH, Auteur ; Tianyi YU, Auteur ; Gregory S. PETTIT, Auteur ; Kenneth A. DODGE, Auteur ; John E. BATES, Auteur . - 2008 . - p.877 - 885.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 49-8 (August 2008) . - p.877 - 885
Mots-clés : Comorbidity behavior-disorders externalizing-disorders internalizing-disorders substance-use Index. décimale : PER Périodiques Résumé : Background: Previous theory and research suggest links between substance use and externalizing behavior problems, but links between substance use and internalizing problems are less clear. The present study sought to understand concurrent links among diagnoses of substance use disorders, internalizing disorders, and behavior disorders at age 18 as well as developmental trajectories of illicit substance use prior to and after this point.
Methods: Using data from 585 participants in the Child Development Project, this study examined comorbidity among substance use, behavior, and internalizing disorders at age 18 and trajectories of growth in illicit substance use from age 12 to age 22.
Results: In this community sample, meeting diagnostic criteria for comorbid internalizing disorders, a behavioral disorder (conduct disorder or oppositional defiant disorder) alone, or both internalizing and behavioral disorders predicted higher concurrent substance use disorders (abuse, dependence, or withdrawal). Meeting diagnostic criteria for an anxiety disorder alone or depression alone did not predict higher concurrent substance use diagnoses. Over time, youths with behavioral disorders at age 18 showed a pattern of increasing substance use across early adolescence and higher levels of substance use than those with no diagnosis at age 18. Substance use declines from late adolescence to early adulthood were observed for all groups.
Conclusions: Substance use disorders were more highly comorbid with behavior disorders than with internalizing disorders at age 18, and behavior disorder and comorbid behavior-internalizing disorders at age 18 were related to trajectories characterized by steep increases in illicit substance use during adolescence and high rates of illicit substance use over time.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01915.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 The role of language ability and self-regulation in the development of inattentive–hyperactive behavior problems / Isaac T. PETERSEN in Development and Psychopathology, 27-1 (February 2015)
[article]
Titre : The role of language ability and self-regulation in the development of inattentive–hyperactive behavior problems Type de document : Texte imprimé et/ou numérique Auteurs : Isaac T. PETERSEN, Auteur ; John E. BATES, Auteur ; Angela D. STAPLES, Auteur Article en page(s) : p.221-237 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Previous research has found associations but not established mechanisms of developmental linkage between language ability and inattentive–hyperactive (I-H) behavior problems. The present study examined whether self-regulation mediates the effect of language ability on later I-H behavior problems among young children (N = 120) assessed at 30, 36, and 42 months of age. Cross-lagged panel models tested the direction of effect between language ability and self-regulation and longitudinal effects of language ability on later I-H problems mediated by self-regulation. Language ability was measured by children's scores on the receptive and expressive language subtests of the Differential Ability Scales. Self-regulation was measured by three behavioral tasks requiring inhibitory control. I-H problems were reported by parents and secondary caregivers. Language ability predicted later self-regulation as measured by all three tasks. There was no association, however, between self-regulation and later language ability, suggesting that the direction of effect was stronger from language ability to later self-regulation. Moreover, the effect of language ability on later I-H behavior problems was mediated by children's self-regulation in one of the tasks (for secondary caregivers' but not parents' ratings). Findings suggest that language deficits may explain later I-H behavior problems via their prediction of poorer self-regulatory skills. En ligne : http://dx.doi.org/10.1017/S0954579414000698 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Development and Psychopathology > 27-1 (February 2015) . - p.221-237[article] The role of language ability and self-regulation in the development of inattentive–hyperactive behavior problems [Texte imprimé et/ou numérique] / Isaac T. PETERSEN, Auteur ; John E. BATES, Auteur ; Angela D. STAPLES, Auteur . - p.221-237.
Langues : Anglais (eng)
in Development and Psychopathology > 27-1 (February 2015) . - p.221-237
Index. décimale : PER Périodiques Résumé : Previous research has found associations but not established mechanisms of developmental linkage between language ability and inattentive–hyperactive (I-H) behavior problems. The present study examined whether self-regulation mediates the effect of language ability on later I-H behavior problems among young children (N = 120) assessed at 30, 36, and 42 months of age. Cross-lagged panel models tested the direction of effect between language ability and self-regulation and longitudinal effects of language ability on later I-H problems mediated by self-regulation. Language ability was measured by children's scores on the receptive and expressive language subtests of the Differential Ability Scales. Self-regulation was measured by three behavioral tasks requiring inhibitory control. I-H problems were reported by parents and secondary caregivers. Language ability predicted later self-regulation as measured by all three tasks. There was no association, however, between self-regulation and later language ability, suggesting that the direction of effect was stronger from language ability to later self-regulation. Moreover, the effect of language ability on later I-H behavior problems was mediated by children's self-regulation in one of the tasks (for secondary caregivers' but not parents' ratings). Findings suggest that language deficits may explain later I-H behavior problems via their prediction of poorer self-regulatory skills. En ligne : http://dx.doi.org/10.1017/S0954579414000698 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257