Assessment of Cheating Behavior in Young School-Age Children: Distinguishing Normative Behaviors From Risk Markers of Externalizing Psychopathology / Kevin A. CALLENDER in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.776-788 Titre : Assessment of Cheating Behavior in Young School-Age Children: Distinguishing Normative Behaviors From Risk Markers of Externalizing Psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Kevin A. CALLENDER, Auteur ; Sheryl L. OLSON, Auteur ; David C.R. KERR, Auteur ; Arnold J. SAMEROFF, Auteur Année de publication : 2010 Article en page(s) : p.776-788 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The central goal of this longitudinal study was to develop a laboratory-based index of children's covert cheating behavior that distinguished normative rule violations from those that signal risk for antisocial behavior. Participants (N = 215 children) were drawn from a community population and oversampled for externalizing behavior problems (EXT). Cheating behavior was measured using two resistance-to-temptation tasks and coded for extent of cheating, latency to cheat, and inappropriate positive affect. Mothers rated internalized conduct and three forms of self-regulation: inhibitory control, impulsivity, and affective distress. Mothers and teachers reported EXT concurrently (T1) and 4 years later, when children averaged 10 years of age (T2). Children categorized as severe cheaters manifested lower inhibitory control, greater impulsivity, and lower levels of internalized conduct at T1. Children in this group also manifested higher levels of EXT in home and school settings at T1 and more EXT in the school setting at T2, even after accounting for T1 ratings. En ligne : http://dx.doi.org/10.1080/15374416.2010.517165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Assessment of Cheating Behavior in Young School-Age Children: Distinguishing Normative Behaviors From Risk Markers of Externalizing Psychopathology [Texte imprimé et/ou numérique] / Kevin A. CALLENDER, Auteur ; Sheryl L. OLSON, Auteur ; David C.R. KERR, Auteur ; Arnold J. SAMEROFF, Auteur . - 2010 . - p.776-788. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.776-788 Index. décimale : PER Périodiques Résumé : The central goal of this longitudinal study was to develop a laboratory-based index of children's covert cheating behavior that distinguished normative rule violations from those that signal risk for antisocial behavior. Participants (N = 215 children) were drawn from a community population and oversampled for externalizing behavior problems (EXT). Cheating behavior was measured using two resistance-to-temptation tasks and coded for extent of cheating, latency to cheat, and inappropriate positive affect. Mothers rated internalized conduct and three forms of self-regulation: inhibitory control, impulsivity, and affective distress. Mothers and teachers reported EXT concurrently (T1) and 4 years later, when children averaged 10 years of age (T2). Children categorized as severe cheaters manifested lower inhibitory control, greater impulsivity, and lower levels of internalized conduct at T1. Children in this group also manifested higher levels of EXT in home and school settings at T1 and more EXT in the school setting at T2, even after accounting for T1 ratings. En ligne : http://dx.doi.org/10.1080/15374416.2010.517165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

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

Deconstructing the externalizing spectrum: Growth patterns of overt aggression, covert aggression, oppositional behavior, impulsivity/inattention, and emotion dysregulation between school entry and early adolescence / Sheryl L. OLSON in Development and Psychopathology, 25-3 (August 2013)  

Public ISBD [article]  inDevelopment and Psychopathology > 25-3 (August 2013) . - p.817-842 Titre : Deconstructing the externalizing spectrum: Growth patterns of overt aggression, covert aggression, oppositional behavior, impulsivity/inattention, and emotion dysregulation between school entry and early adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Sheryl L. OLSON, Auteur ; Arnold J. SAMEROFF, Auteur ; Jennifer E. LANSFORD, Auteur ; Holly SEXTON, Auteur ; Pamela DAVIS-KEAN, Auteur ; John E. BATES, Auteur ; Gregory S. PETTIT, Auteur ; Kenneth A. DODGE, Auteur Article en page(s) : p.817-842 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to determine whether five subcomponents of children's externalizing behavior showed distinctive patterns of long-term growth and predictive correlates. We examined growth in teachers' ratings of overt aggression, covert aggression, oppositional defiance, impulsivity/inattention, and emotion dysregulation across three developmental periods spanning kindergarten through Grade 8 (ages 5–13 years). We also determined whether three salient background characteristics, family socioeconomic status, child ethnicity, and child gender, differentially predicted growth in discrete categories of child externalizing symptoms across development. Participants were 543 kindergarten-age children (52% male, 81% European American, 17% African American) whose problem behaviors were rated by teachers each successive year of development through Grade 8. Latent growth curve analyses were performed for each component scale, contrasting with overall externalizing, in a piecewise fashion encompassing three developmental periods: kindergarten–Grade 2, Grades 3–5, and Grades 6–8. We found that most subconstructs of externalizing behavior increased significantly across the early school age period relative to middle childhood and early adolescence. However, overt aggression did not show early positive growth, and emotion dysregulation significantly increased across middle childhood. Advantages of using subscales were most clear in relation to illustrating different growth functions between the discrete developmental periods. Moreover, growth in some discrete subcomponents was differentially associated with variations in family socioeconomic status and ethnicity. Our findings strongly affirmed the necessity of adopting a developmental approach to the analysis of growth in children's externalizing behavior and provided unique data concerning similarities and differences in growth between subconstructs of child and adolescent externalizing behavior. En ligne : http://dx.doi.org/10.1017/S0954579413000199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Deconstructing the externalizing spectrum: Growth patterns of overt aggression, covert aggression, oppositional behavior, impulsivity/inattention, and emotion dysregulation between school entry and early adolescence [Texte imprimé et/ou numérique] / Sheryl L. OLSON, Auteur ; Arnold J. SAMEROFF, Auteur ; Jennifer E. LANSFORD, Auteur ; Holly SEXTON, Auteur ; Pamela DAVIS-KEAN, Auteur ; John E. BATES, Auteur ; Gregory S. PETTIT, Auteur ; Kenneth A. DODGE, Auteur . - p.817-842. Langues : Anglais (eng) in Development and Psychopathology > 25-3 (August 2013) . - p.817-842 Index. décimale : PER Périodiques Résumé : The purpose of this study was to determine whether five subcomponents of children's externalizing behavior showed distinctive patterns of long-term growth and predictive correlates. We examined growth in teachers' ratings of overt aggression, covert aggression, oppositional defiance, impulsivity/inattention, and emotion dysregulation across three developmental periods spanning kindergarten through Grade 8 (ages 5–13 years). We also determined whether three salient background characteristics, family socioeconomic status, child ethnicity, and child gender, differentially predicted growth in discrete categories of child externalizing symptoms across development. Participants were 543 kindergarten-age children (52% male, 81% European American, 17% African American) whose problem behaviors were rated by teachers each successive year of development through Grade 8. Latent growth curve analyses were performed for each component scale, contrasting with overall externalizing, in a piecewise fashion encompassing three developmental periods: kindergarten–Grade 2, Grades 3–5, and Grades 6–8. We found that most subconstructs of externalizing behavior increased significantly across the early school age period relative to middle childhood and early adolescence. However, overt aggression did not show early positive growth, and emotion dysregulation significantly increased across middle childhood. Advantages of using subscales were most clear in relation to illustrating different growth functions between the discrete developmental periods. Moreover, growth in some discrete subcomponents was differentially associated with variations in family socioeconomic status and ethnicity. Our findings strongly affirmed the necessity of adopting a developmental approach to the analysis of growth in children's externalizing behavior and provided unique data concerning similarities and differences in growth between subconstructs of child and adolescent externalizing behavior. En ligne : http://dx.doi.org/10.1017/S0954579413000199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Developmental cascade models linking contextual risks, parenting, and internalizing symptoms: A 17-year longitudinal study from early childhood to emerging adulthood / Sujin LEE in Development and Psychopathology, 36-1 (February 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-1 (February 2024) . - p.144-160 Titre : Developmental cascade models linking contextual risks, parenting, and internalizing symptoms: A 17-year longitudinal study from early childhood to emerging adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Sujin LEE, Auteur ; Rachel BERNSTEIN, Auteur ; Ka I. IP, Auteur ; Sheryl L. OLSON, Auteur Article en page(s) : p.144-160 Langues : Anglais (eng) Mots-clés : bifactor model  contextual risk  developmental cascades  internalizing symptoms  parenting Index. décimale : PER Périodiques Résumé : Although internalizing problems are the most common forms of psychological distress among adolescents and young adults, they have precursors in multiple risk domains established during childhood. This study examined cascading risk pathways leading to depression and anxiety symptoms in emerging adulthood by integrating broad contextual (i.e., multiple contextual risks), parental (i.e., negative parenting), and child (i.e., internalizing behaviors) characteristics in early and middle childhood. We also compared common and differential pathways to depression and anxiety symptoms depending on the conceptualization of symptom outcomes (traditional symptom dimension vs. bifactor dimensional model). Participants were 235 children (109 girls) and their families. Data were collected at 3, 6, 10, and 19 years of child age, using multiple informants and contexts. Results from a symptom dimension approach indicated mediation pathways from early childhood risk factors to depression and anxiety symptoms in emerging adulthood, suggesting common and distinct risk processes between the two disorders. Results from a bifactor modeling approach indicated several indirect pathways leading to a general internalizing latent factor, but not to symptom-specific (i.e., depression, anxiety) latent factors. Our findings highlighted comparative analytic approaches to examining transactional processes associated with later internalizing symptoms and shed light on issues of early identification and prevention. En ligne : https://dx.doi.org/10.1017/S0954579422001043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 [article] Developmental cascade models linking contextual risks, parenting, and internalizing symptoms: A 17-year longitudinal study from early childhood to emerging adulthood [Texte imprimé et/ou numérique] / Sujin LEE, Auteur ; Rachel BERNSTEIN, Auteur ; Ka I. IP, Auteur ; Sheryl L. OLSON, Auteur . - p.144-160. Langues : Anglais (eng) in Development and Psychopathology > 36-1 (February 2024) . - p.144-160 Mots-clés : bifactor model  contextual risk  developmental cascades  internalizing symptoms  parenting Index. décimale : PER Périodiques Résumé : Although internalizing problems are the most common forms of psychological distress among adolescents and young adults, they have precursors in multiple risk domains established during childhood. This study examined cascading risk pathways leading to depression and anxiety symptoms in emerging adulthood by integrating broad contextual (i.e., multiple contextual risks), parental (i.e., negative parenting), and child (i.e., internalizing behaviors) characteristics in early and middle childhood. We also compared common and differential pathways to depression and anxiety symptoms depending on the conceptualization of symptom outcomes (traditional symptom dimension vs. bifactor dimensional model). Participants were 235 children (109 girls) and their families. Data were collected at 3, 6, 10, and 19 years of child age, using multiple informants and contexts. Results from a symptom dimension approach indicated mediation pathways from early childhood risk factors to depression and anxiety symptoms in emerging adulthood, suggesting common and distinct risk processes between the two disorders. Results from a bifactor modeling approach indicated several indirect pathways leading to a general internalizing latent factor, but not to symptom-specific (i.e., depression, anxiety) latent factors. Our findings highlighted comparative analytic approaches to examining transactional processes associated with later internalizing symptoms and shed light on issues of early identification and prevention. En ligne : https://dx.doi.org/10.1017/S0954579422001043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523

Differential associations of early callous-unemotional, oppositional, and ADHD behaviors: multiple domains within early-starting conduct problems? / Rebecca WALLER in Journal of Child Psychology and Psychiatry, 56-6 (June 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-6 (June 2015) . - p.657-666 Titre : Differential associations of early callous-unemotional, oppositional, and ADHD behaviors: multiple domains within early-starting conduct problems? Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca WALLER, Auteur ; Luke W. HYDE, Auteur ; Adam S. GRABELL, Auteur ; Martha L. ALVES, Auteur ; Sheryl L. OLSON, Auteur Article en page(s) : p.657-666 Langues : Anglais (eng) Mots-clés : Callous-unemotional  conduct problems  oppositional  attention deficit/hyperactive  nomological network Index. décimale : PER Périodiques Résumé : Background Early-starting child conduct problems (CP) are linked to the development of persistent antisocial behavior. Researchers have theorized multiple pathways to CP and that CP comprise separable domains, marked by callous-unemotional (CU) behavior, oppositional behavior, or ADHD symptoms. However, a lack of empirical evidence exists from studies that have examined whether there are unique correlates of these domains. Methods We examined differential correlates of CU, oppositional, and ADHD behaviors during the preschool years to test their potentially distinct nomological networks. Multimethod data, including parent and teacher reports and observations of child behavior, were drawn from a prospective, longitudinal study of children assessed at age 3 and age 6 (N = 240; 48% female). Results Dimensions of CU, oppositional, and ADHD behaviors were separable within Confirmatory Factor Analyses across mother and father reports. There were differential associations between CU, oppositional, and ADHD behaviors and socioemotional, cognitive, and behavioral outcomes: CU behavior was uniquely related to lower moral regulation, guilt, and empathy. ADHD was uniquely related to lower attentional focusing and observed effortful control. Finally, CU behavior uniquely predicted increases in teacher-reported externalizing from ages 3–6 over and above covariates, and ADHD and oppositional behavior. Conclusions Consistent with theory, dimensions of CU, ADHD, and oppositional behavior demonstrated separable nomological networks representing separable facets within early-starting CP. En ligne : http://dx.doi.org/10.1111/jcpp.12326 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Differential associations of early callous-unemotional, oppositional, and ADHD behaviors: multiple domains within early-starting conduct problems? [Texte imprimé et/ou numérique] / Rebecca WALLER, Auteur ; Luke W. HYDE, Auteur ; Adam S. GRABELL, Auteur ; Martha L. ALVES, Auteur ; Sheryl L. OLSON, Auteur . - p.657-666. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-6 (June 2015) . - p.657-666 Mots-clés : Callous-unemotional  conduct problems  oppositional  attention deficit/hyperactive  nomological network Index. décimale : PER Périodiques Résumé : Background Early-starting child conduct problems (CP) are linked to the development of persistent antisocial behavior. Researchers have theorized multiple pathways to CP and that CP comprise separable domains, marked by callous-unemotional (CU) behavior, oppositional behavior, or ADHD symptoms. However, a lack of empirical evidence exists from studies that have examined whether there are unique correlates of these domains. Methods We examined differential correlates of CU, oppositional, and ADHD behaviors during the preschool years to test their potentially distinct nomological networks. Multimethod data, including parent and teacher reports and observations of child behavior, were drawn from a prospective, longitudinal study of children assessed at age 3 and age 6 (N = 240; 48% female). Results Dimensions of CU, oppositional, and ADHD behaviors were separable within Confirmatory Factor Analyses across mother and father reports. There were differential associations between CU, oppositional, and ADHD behaviors and socioemotional, cognitive, and behavioral outcomes: CU behavior was uniquely related to lower moral regulation, guilt, and empathy. ADHD was uniquely related to lower attentional focusing and observed effortful control. Finally, CU behavior uniquely predicted increases in teacher-reported externalizing from ages 3–6 over and above covariates, and ADHD and oppositional behavior. Conclusions Consistent with theory, dimensions of CU, ADHD, and oppositional behavior demonstrated separable nomological networks representing separable facets within early-starting CP. En ligne : http://dx.doi.org/10.1111/jcpp.12326 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

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)  

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Effects of early maternal distress and parenting on the development of children's self-regulation and externalizing behavior / Daniel Ewon CHOE in Development and Psychopathology, 25-2 (May 2013)  

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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)  

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Trajectories of child externalizing problems between ages 3 and 10 years: Contributions of children's early effortful control, theory of mind, and parenting experiences / Sheryl L. OLSON in Development and Psychopathology, 29-4 (October 2017)  

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