Observed temperament from ages 6 to 36 months predicts parent- and teacher-reported attention-deficit/hyperactivity disorder symptoms in first grade / Michael T. WILLOUGHBY in Development and Psychopathology, 29-1 (February 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-1 (February 2017) . - p.107-120 Titre : Observed temperament from ages 6 to 36 months predicts parent- and teacher-reported attention-deficit/hyperactivity disorder symptoms in first grade Type de document : texte imprimé Auteurs : Michael T. WILLOUGHBY, Auteur ; Nisha C. GOTTFREDSON, Auteur ; Cynthia A. STIFTER, Auteur Article en page(s) : p.107-120 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : AbstractThis study tested the prospective association between observational indicators of temperament, which were obtained across multiple assessments when children were 6–36 months of age, and parent and teacher reports of children's attention-deficit/hyperactivity disorder (ADHD) behaviors, when children were in first grade. Data were drawn from the Family Life Project and included 1,074 children for whom temperament and either parent- or teacher-reported ADHD behavioral data were available. The results of variable-centered regression models indicated that individual differences in temperament regulation, but not temperamental reactivity, was uniquely predictive of parent- and teacher-reported ADHD behaviors. Latent profile analyses were used to characterize configurations of temperamental reactivity and regulation. Person-centered regression models were subsequently estimated in which temperamental profile membership replaced continuous indicators of temperamental reactivity and regulation as predictors. The results of person-centered regression models indicated that temperamental reactivity and regulation both contributed (both alone and in combination) to the prediction of subsequent ADHD behaviors. In general, the predictive associations from early temperament to later ADHD were of modest magnitude (R2 = .10–.17). Results are discussed with respect to interest in the early identification of children who are at elevated risk for later ADHD. En ligne : http://dx.doi.org/10.1017/s0954579415001236 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Observed temperament from ages 6 to 36 months predicts parent- and teacher-reported attention-deficit/hyperactivity disorder symptoms in first grade [texte imprimé] / Michael T. WILLOUGHBY, Auteur ; Nisha C. GOTTFREDSON, Auteur ; Cynthia A. STIFTER, Auteur . - p.107-120. Langues : Anglais (eng) in Development and Psychopathology > 29-1 (February 2017) . - p.107-120 Index. décimale : PER Périodiques Résumé : AbstractThis study tested the prospective association between observational indicators of temperament, which were obtained across multiple assessments when children were 6–36 months of age, and parent and teacher reports of children's attention-deficit/hyperactivity disorder (ADHD) behaviors, when children were in first grade. Data were drawn from the Family Life Project and included 1,074 children for whom temperament and either parent- or teacher-reported ADHD behavioral data were available. The results of variable-centered regression models indicated that individual differences in temperament regulation, but not temperamental reactivity, was uniquely predictive of parent- and teacher-reported ADHD behaviors. Latent profile analyses were used to characterize configurations of temperamental reactivity and regulation. Person-centered regression models were subsequently estimated in which temperamental profile membership replaced continuous indicators of temperamental reactivity and regulation as predictors. The results of person-centered regression models indicated that temperamental reactivity and regulation both contributed (both alone and in combination) to the prediction of subsequent ADHD behaviors. In general, the predictive associations from early temperament to later ADHD were of modest magnitude (R2 = .10–.17). Results are discussed with respect to interest in the early identification of children who are at elevated risk for later ADHD. En ligne : http://dx.doi.org/10.1017/s0954579415001236 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

Social network isolation mediates associations between risky symptoms and substance use in the high school transition / Andrea M. HUSSONG in Development and Psychopathology, 32-2 (May 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-2 (May 2020) . - p.615-630 Titre : Social network isolation mediates associations between risky symptoms and substance use in the high school transition Type de document : texte imprimé Auteurs : Andrea M. HUSSONG, Auteur ; Susan T. ENNETT, Auteur ; Daniel M. MCNEISH, Auteur ; Veronica T. COLE, Auteur ; Nisha C. GOTTFREDSON, Auteur ; W. Andrew ROTHENBERG, Auteur ; Robert W. FARIS, Auteur Article en page(s) : p.615-630 Langues : Anglais (eng) Mots-clés : alcohol use  depressive symptoms  internalizing pathway  social network  substance use Index. décimale : PER Périodiques Résumé : The current study examined whether social status and social integration, two related but distinct indicators of an adolescent's standing within a peer network, mediate the association between risky symptoms (depressive symptoms and deviant behavior) and substance use across adolescence. The sample of 6,776 adolescents participated in up to seven waves of data collection spanning 6th to 12th grades. Scores indexing social status and integration were derived from a social network analysis of six schools and subsequent psychometric modeling. Results of latent growth models showed that social integration and status mediated the relation between risky symptoms and substance use and that risky symptoms mediated the relation between social standing and substance use during the high school transition. Before this transition, pathways involving deviant behavior led to high social integration and status and in turn to substance use. After this transition, both deviant behavior and depressive symptoms led to low social integration and status and in turn greater substance use. These findings suggest that the high school transition is a risky time for substance use related to the interplay of increases in depressive symptoms and deviant behavior on the one hand and decreases in social status and integration on the other. En ligne : http://dx.doi.org/10.1017/s095457941900049x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Social network isolation mediates associations between risky symptoms and substance use in the high school transition [texte imprimé] / Andrea M. HUSSONG, Auteur ; Susan T. ENNETT, Auteur ; Daniel M. MCNEISH, Auteur ; Veronica T. COLE, Auteur ; Nisha C. GOTTFREDSON, Auteur ; W. Andrew ROTHENBERG, Auteur ; Robert W. FARIS, Auteur . - p.615-630. Langues : Anglais (eng) in Development and Psychopathology > 32-2 (May 2020) . - p.615-630 Mots-clés : alcohol use  depressive symptoms  internalizing pathway  social network  substance use Index. décimale : PER Périodiques Résumé : The current study examined whether social status and social integration, two related but distinct indicators of an adolescent's standing within a peer network, mediate the association between risky symptoms (depressive symptoms and deviant behavior) and substance use across adolescence. The sample of 6,776 adolescents participated in up to seven waves of data collection spanning 6th to 12th grades. Scores indexing social status and integration were derived from a social network analysis of six schools and subsequent psychometric modeling. Results of latent growth models showed that social integration and status mediated the relation between risky symptoms and substance use and that risky symptoms mediated the relation between social standing and substance use during the high school transition. Before this transition, pathways involving deviant behavior led to high social integration and status and in turn to substance use. After this transition, both deviant behavior and depressive symptoms led to low social integration and status and in turn greater substance use. These findings suggest that the high school transition is a risky time for substance use related to the interplay of increases in depressive symptoms and deviant behavior on the one hand and decreases in social status and integration on the other. En ligne : http://dx.doi.org/10.1017/s095457941900049x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

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