Dysregulation in children: Origins and implications from age 5 to age 28 / Maureen E. MCQUILLAN in Development and Psychopathology, 30-2 (May 2018)  

Public ISBD [article]  inDevelopment and Psychopathology > 30-2 (May 2018) . - p.695-713 Titre : Dysregulation in children: Origins and implications from age 5 to age 28 Type de document : texte imprimé Auteurs : Maureen E. MCQUILLAN, Auteur ; Ebru C. KULTUR, Auteur ; John E. BATES, Auteur ; Lauren O’REILLY, Auteur ; Kenneth A. DODGE, Auteur ; Jennifer E. LANSFORD, Auteur ; Gregory S. PETTIT, Auteur Article en page(s) : p.695-713 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research shows that childhood dysregulation is associated with later psychiatric disorders. It does not yet resolve discrepancies in the operationalization of dysregulation. It is also far from settled on the origins and implications of individual differences in dysregulation. This study tested several operational definitions of dysregulation using Achenbach attention, anxious/depressed, and aggression subscales. Individual growth curves of dysregulation were computed, and predictors of growth differences were considered. The study also compared the predictive utility of the dysregulation indexes to standard externalizing and internalizing indexes. Dysregulation was indexed annually for 24 years in a community sample (n = 585). Hierarchical linear models considered changes in dysregulation in relation to possible influences from parenting, family stress, child temperament, language, and peer relations. In a test of the meaning of dysregulation, it was related to functional and psychiatric outcomes in adulthood. Dysregulation predictions were further compared to those of the more standard internalizing and externalizing indexes. Growth curve analyses showed strong stability of dysregulation. Initial levels of dysregulation were predicted by temperamental resistance to control, and change in dysregulation was predicted by poor language ability and peer relations. Dysregulation and externalizing problems were associated with negative adult outcomes to a similar extent. En ligne : http://dx.doi.org/10.1017/S0954579417001572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=359 [article] Dysregulation in children: Origins and implications from age 5 to age 28 [texte imprimé] / Maureen E. MCQUILLAN, Auteur ; Ebru C. KULTUR, Auteur ; John E. BATES, Auteur ; Lauren O’REILLY, Auteur ; Kenneth A. DODGE, Auteur ; Jennifer E. LANSFORD, Auteur ; Gregory S. PETTIT, Auteur . - p.695-713. Langues : Anglais (eng) in Development and Psychopathology > 30-2 (May 2018) . - p.695-713 Index. décimale : PER Périodiques Résumé : Research shows that childhood dysregulation is associated with later psychiatric disorders. It does not yet resolve discrepancies in the operationalization of dysregulation. It is also far from settled on the origins and implications of individual differences in dysregulation. This study tested several operational definitions of dysregulation using Achenbach attention, anxious/depressed, and aggression subscales. Individual growth curves of dysregulation were computed, and predictors of growth differences were considered. The study also compared the predictive utility of the dysregulation indexes to standard externalizing and internalizing indexes. Dysregulation was indexed annually for 24 years in a community sample (n = 585). Hierarchical linear models considered changes in dysregulation in relation to possible influences from parenting, family stress, child temperament, language, and peer relations. In a test of the meaning of dysregulation, it was related to functional and psychiatric outcomes in adulthood. Dysregulation predictions were further compared to those of the more standard internalizing and externalizing indexes. Growth curve analyses showed strong stability of dysregulation. Initial levels of dysregulation were predicted by temperamental resistance to control, and change in dysregulation was predicted by poor language ability and peer relations. Dysregulation and externalizing problems were associated with negative adult outcomes to a similar extent. En ligne : http://dx.doi.org/10.1017/S0954579417001572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=359

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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-10 (October 2020) . - p.1080-1091 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 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 [article] Sleep across early childhood: implications for internalizing and externalizing problems, socioemotional skills, and cognitive and academic abilities in preschool [texte imprimé] / 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

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