Assessment of child problem behaviors by multiple informants: a longitudinal study from preschool to school entry / David C.R. KERR in Journal of Child Psychology and Psychiatry, 48-10 (October 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-10 (October 2007) . - p.967–975 Titre : Assessment of child problem behaviors by multiple informants: a longitudinal study from preschool to school entry Type de document : Texte imprimé et/ou numérique Auteurs : David C.R. KERR, Auteur ; Erika S. LUNKENHEIMER, Auteur ; Sheryl L. OLSON, Auteur Année de publication : 2007 Article en page(s) : p.967–975 Langues : Anglais (eng) Mots-clés : Externalizing internalizing childhood testing assessment longitudinal-studies fathers Index. décimale : PER Périodiques Résumé : Children's early problem behavior that manifests in multiple contexts is often more serious and stable. The concurrent and predictive validity of ratings of externalizing and internalizing by four informants was examined at preschool and early school age in an at-risk sample. Methods: Two hundred forty children were assessed by mothers and fathers (Child Behavior Checklist (CBCL)), and teachers and laboratory examiners (Teacher Report Form (TRF)) at ages 3 and 5 years. Results: All informants’ ratings of externalizing converged on a common factor at ages 3 and 5 that showed strong stability over time (β = .80). All informants’ age 3 externalizing ratings significantly predicted the problem factor at age 5; mothers’, fathers’, and teachers’ ratings were independently predictive. Ratings of internalizing (except by examiners at age 3) also converged at both ages; the problem factor showed medium stability (β = .39) over time. Only fathers’ ratings of age 3 internalizing predicted the age 5 problem factor. Conclusions: Findings support the value of multi-informant assessment, uphold calls to include fathers in childhood research, and suggest that examiners provide valid, though non-unique assessment data. Examiner contributions may prove useful in many research contexts. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01776.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=176 [article] Assessment of child problem behaviors by multiple informants: a longitudinal study from preschool to school entry [Texte imprimé et/ou numérique] / David C.R. KERR, Auteur ; Erika S. LUNKENHEIMER, Auteur ; Sheryl L. OLSON, Auteur . - 2007 . - p.967–975. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-10 (October 2007) . - p.967–975 Mots-clés : Externalizing internalizing childhood testing assessment longitudinal-studies fathers Index. décimale : PER Périodiques Résumé : Children's early problem behavior that manifests in multiple contexts is often more serious and stable. The concurrent and predictive validity of ratings of externalizing and internalizing by four informants was examined at preschool and early school age in an at-risk sample. Methods: Two hundred forty children were assessed by mothers and fathers (Child Behavior Checklist (CBCL)), and teachers and laboratory examiners (Teacher Report Form (TRF)) at ages 3 and 5 years. Results: All informants’ ratings of externalizing converged on a common factor at ages 3 and 5 that showed strong stability over time (β = .80). All informants’ age 3 externalizing ratings significantly predicted the problem factor at age 5; mothers’, fathers’, and teachers’ ratings were independently predictive. Ratings of internalizing (except by examiners at age 3) also converged at both ages; the problem factor showed medium stability (β = .39) over time. Only fathers’ ratings of age 3 internalizing predicted the age 5 problem factor. Conclusions: Findings support the value of multi-informant assessment, uphold calls to include fathers in childhood research, and suggest that examiners provide valid, though non-unique assessment data. Examiner contributions may prove useful in many research contexts. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01776.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=176

Dyadic flexibility and positive affect in parent–child coregulation and the development of child behavior problems / Erika S. LUNKENHEIMER in Development and Psychopathology, 23-2 (May 2011)  

Public ISBD [article]  inDevelopment and Psychopathology > 23-2 (May 2011) . - p.577-591 Titre : Dyadic flexibility and positive affect in parent–child coregulation and the development of child behavior problems Type de document : Texte imprimé et/ou numérique Auteurs : Erika S. LUNKENHEIMER, Auteur ; Sheryl L. OLSON, Auteur ; Tom HOLLENSTEIN, Auteur ; Arnold J. SAMEROFF, Auteur ; Charlotte C. WINTER, Auteur Année de publication : 2011 Article en page(s) : p.577-591 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parent–child dyadic rigidity and negative affect contribute to children's higher levels of externalizing problems. The present longitudinal study examined whether the opposite constructs of dyadic flexibility and positive affect predicted lower levels of externalizing behavior problems across the early childhood period. Mother–child (N = 163) and father–child (n = 94) dyads engaged in a challenging block design task at home when children were 3 years old. Dynamic systems methods were used to derive dyadic positive affect and three indicators of dyadic flexibility (range, dispersion, and transitions) from observational coding. We hypothesized that the interaction between dyadic flexibility and positive affect would predict lower levels of externalizing problems at age 5.5 years as rated by mothers and teachers, controlling for stability in externalizing problems, task time, child gender, and the child's effortful control. The hypothesis was supported in predicting teacher ratings of child externalizing from both mother–child and father–child interactions. There were also differential main effects for mothers and fathers: mother–child flexibility was detrimental and father–child flexibility was beneficial for child outcomes. Results support the inclusion of adaptive and dynamic parent–child coregulation processes in the study of children's early disruptive behavior. En ligne : http://dx.doi.org/10.1017/S095457941100006X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 [article] Dyadic flexibility and positive affect in parent–child coregulation and the development of child behavior problems [Texte imprimé et/ou numérique] / Erika S. LUNKENHEIMER, Auteur ; Sheryl L. OLSON, Auteur ; Tom HOLLENSTEIN, Auteur ; Arnold J. SAMEROFF, Auteur ; Charlotte C. WINTER, Auteur . - 2011 . - p.577-591. Langues : Anglais (eng) in Development and Psychopathology > 23-2 (May 2011) . - p.577-591 Index. décimale : PER Périodiques Résumé : Parent–child dyadic rigidity and negative affect contribute to children's higher levels of externalizing problems. The present longitudinal study examined whether the opposite constructs of dyadic flexibility and positive affect predicted lower levels of externalizing behavior problems across the early childhood period. Mother–child (N = 163) and father–child (n = 94) dyads engaged in a challenging block design task at home when children were 3 years old. Dynamic systems methods were used to derive dyadic positive affect and three indicators of dyadic flexibility (range, dispersion, and transitions) from observational coding. We hypothesized that the interaction between dyadic flexibility and positive affect would predict lower levels of externalizing problems at age 5.5 years as rated by mothers and teachers, controlling for stability in externalizing problems, task time, child gender, and the child's effortful control. The hypothesis was supported in predicting teacher ratings of child externalizing from both mother–child and father–child interactions. There were also differential main effects for mothers and fathers: mother–child flexibility was detrimental and father–child flexibility was beneficial for child outcomes. Results support the inclusion of adaptive and dynamic parent–child coregulation processes in the study of children's early disruptive behavior. En ligne : http://dx.doi.org/10.1017/S095457941100006X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121

Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting / Sheryl L. OLSON in Development and Psychopathology, 23-1 (January 2011)  

Public ISBD [article]  inDevelopment and Psychopathology > 23-1 (January 2011) . - p.253-266 Titre : Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting Type de document : Texte imprimé et/ou numérique Auteurs : Sheryl L. OLSON, Auteur ; Nestor L. LOPEZ-DURAN, Auteur ; Erika S. LUNKENHEIMER, Auteur ; Hyein CHANG, Auteur ; Arnold J. SAMEROFF, Auteur Année de publication : 2011 Article en page(s) : p.253-266 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This prospective longitudinal study focused on self-regulatory, social–cognitive, and parenting precursors of individual differences in children's peer-directed aggression at early school age. Participants were 199 3-year-old boys and girls who were reassessed following the transition to kindergarten (5.5–6 years). Peer aggression was assessed in preschool and school settings using naturalistic observations and teacher reports. Children's self-regulation abilities and theory of mind understanding were assessed during a laboratory visit, and parenting risk (corporal punishment and low warmth/responsiveness) was assessed using interview-based and questionnaire measures. Individual differences in children's peer aggression were moderately stable across the preschool to school transition. Preschool-age children who manifested high levels of aggressive peer interactions also showed lower levels of self-regulation and theory of mind understanding, and experienced higher levels of adverse parenting than others. Our main finding was that early corporal punishment was associated with increased levels of peer aggression across the transition from preschool to school, as was the interaction between low maternal emotional support and children's early delays in theory of mind understanding. These data highlight the need for family-directed preventive efforts during the early preschool years. En ligne : http://dx.doi.org/10.1017/S0954579410000775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting [Texte imprimé et/ou numérique] / Sheryl L. OLSON, Auteur ; Nestor L. LOPEZ-DURAN, Auteur ; Erika S. LUNKENHEIMER, Auteur ; Hyein CHANG, Auteur ; Arnold J. SAMEROFF, Auteur . - 2011 . - p.253-266. Langues : Anglais (eng) in Development and Psychopathology > 23-1 (January 2011) . - p.253-266 Index. décimale : PER Périodiques Résumé : This prospective longitudinal study focused on self-regulatory, social–cognitive, and parenting precursors of individual differences in children's peer-directed aggression at early school age. Participants were 199 3-year-old boys and girls who were reassessed following the transition to kindergarten (5.5–6 years). Peer aggression was assessed in preschool and school settings using naturalistic observations and teacher reports. Children's self-regulation abilities and theory of mind understanding were assessed during a laboratory visit, and parenting risk (corporal punishment and low warmth/responsiveness) was assessed using interview-based and questionnaire measures. Individual differences in children's peer aggression were moderately stable across the preschool to school transition. Preschool-age children who manifested high levels of aggressive peer interactions also showed lower levels of self-regulation and theory of mind understanding, and experienced higher levels of adverse parenting than others. Our main finding was that early corporal punishment was associated with increased levels of peer aggression across the transition from preschool to school, as was the interaction between low maternal emotional support and children's early delays in theory of mind understanding. These data highlight the need for family-directed preventive efforts during the early preschool years. En ligne : http://dx.doi.org/10.1017/S0954579410000775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

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