Attention bias and anxiety in young children exposed to family violence / Margaret J. BRIGGS-GOWAN in Journal of Child Psychology and Psychiatry, 56-11 (November 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-11 (November 2015) . - p.1194-1201 Titre : Attention bias and anxiety in young children exposed to family violence Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. BRIGGS-GOWAN, Auteur ; Seth D. POLLAK, Auteur ; Damion GRASSO, Auteur ; Joel VOSS, Auteur ; Nicholas D. MIAN, Auteur ; Elvira ZOBEL, Auteur ; Kimberly J. MCCARTHY, Auteur ; Lauren S. WAKSCHLAG, Auteur ; Daniel S. PINE, Auteur Article en page(s) : p.1194-1201 Langues : Anglais (eng) Mots-clés : Attention bias  violence  harsh parenting  early childhood  anxiety  fear Index. décimale : PER Périodiques Résumé : Background Attention bias toward threat is associated with anxiety in older youth and adults and has been linked with violence exposure. Attention bias may moderate the relationship between violence exposure and anxiety in young children. Capitalizing on measurement advances, this study examines these relationships at a younger age than previously possible. Methods Young children (mean age 4.7, ±0.8) from a cross-sectional sample oversampled for violence exposure (N = 218) completed the dot-probe task to assess their attention biases. Observed fear/anxiety was characterized with a novel observational paradigm, the Anxiety Dimensional Observation Scale. Mother-reported symptoms were assessed with the Preschool Age Psychiatric Assessment and Trauma Symptom Checklist for Young Children. Violence exposure was characterized with dimensional scores reflecting probability of membership in two classes derived via latent class analysis from the Conflict Tactics Scales: Abuse and Harsh Parenting. Results Family violence predicted greater child anxiety and trauma symptoms. Attention bias moderated the relationship between violence and anxiety. Conclusions Attention bias toward threat may strengthen the effects of family violence on the development of anxiety, with potentially cascading effects across childhood. Such associations may be most readily detected when using observational measures of childhood anxiety. En ligne : http://dx.doi.org/10.1111/jcpp.12397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Attention bias and anxiety in young children exposed to family violence [Texte imprimé et/ou numérique] / Margaret J. BRIGGS-GOWAN, Auteur ; Seth D. POLLAK, Auteur ; Damion GRASSO, Auteur ; Joel VOSS, Auteur ; Nicholas D. MIAN, Auteur ; Elvira ZOBEL, Auteur ; Kimberly J. MCCARTHY, Auteur ; Lauren S. WAKSCHLAG, Auteur ; Daniel S. PINE, Auteur . - p.1194-1201. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-11 (November 2015) . - p.1194-1201 Mots-clés : Attention bias  violence  harsh parenting  early childhood  anxiety  fear Index. décimale : PER Périodiques Résumé : Background Attention bias toward threat is associated with anxiety in older youth and adults and has been linked with violence exposure. Attention bias may moderate the relationship between violence exposure and anxiety in young children. Capitalizing on measurement advances, this study examines these relationships at a younger age than previously possible. Methods Young children (mean age 4.7, ±0.8) from a cross-sectional sample oversampled for violence exposure (N = 218) completed the dot-probe task to assess their attention biases. Observed fear/anxiety was characterized with a novel observational paradigm, the Anxiety Dimensional Observation Scale. Mother-reported symptoms were assessed with the Preschool Age Psychiatric Assessment and Trauma Symptom Checklist for Young Children. Violence exposure was characterized with dimensional scores reflecting probability of membership in two classes derived via latent class analysis from the Conflict Tactics Scales: Abuse and Harsh Parenting. Results Family violence predicted greater child anxiety and trauma symptoms. Attention bias moderated the relationship between violence and anxiety. Conclusions Attention bias toward threat may strengthen the effects of family violence on the development of anxiety, with potentially cascading effects across childhood. Such associations may be most readily detected when using observational measures of childhood anxiety. En ligne : http://dx.doi.org/10.1111/jcpp.12397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Attention bias in the developmental unfolding of post-traumatic stress symptoms in young children at risk / Margaret J. BRIGGS-GOWAN in Journal of Child Psychology and Psychiatry, 57-9 (September 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-9 (September 2016) . - p.1083-1091 Titre : Attention bias in the developmental unfolding of post-traumatic stress symptoms in young children at risk Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. BRIGGS-GOWAN, Auteur ; Damion GRASSO, Auteur ; Yair BAR-HAIM, Auteur ; Joel VOSS, Auteur ; Kimberly J. MCCARTHY, Auteur ; Daniel S. PINE, Auteur ; Lauren S. WAKSCHLAG, Auteur Article en page(s) : p.1083-1091 Langues : Anglais (eng) Mots-clés : Attention bias  stress  violence  anxiety  posttraumatic stress  trauma Index. décimale : PER Périodiques Résumé : Background Threat-related attention bias relates to anxiety and posttraumatic stress symptoms in adults and adolescents, but few longitudinal studies examine such associations in young children. This study examines prospective relations among attention bias, trauma exposure, and anxiety and trauma symptoms in a sample previously reported to manifest cross-sectional associations between attention bias and observed anxiety at preschool age. Methods Young children [mean (MN) = 5.0, ±0.7 years, n = 208] from a community-based sample completed the dot-probe task to assess their attention biases in response to angry faces. At baseline (T1) and at follow-up approximately 9 months later (T2), anxiety and trauma exposure (i.e. violent and noninterpersonal events) and symptoms were assessed by maternal report. Results Neither attention bias nor baseline or recent trauma exposure predicted later anxiety. In contrast, attention bias toward threat and recent trauma exposure significantly predicted later trauma symptoms. There was evidence of symptom specificity such that attention bias toward threat significantly predicted hyperarousal and dissociation, but not avoidance or re-experiencing symptoms. Finally, moderation analyses indicated that the relationship between attention bias and trauma symptoms may differ according to children's experiences of probable abuse. Conclusions Attention profiles and trauma exposure may increase the risk that young children will develop trauma symptoms. Individual differences in these attentional patterns and children's exposure history may impact outcomes among high-risk children with potential implications for intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12577 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Attention bias in the developmental unfolding of post-traumatic stress symptoms in young children at risk [Texte imprimé et/ou numérique] / Margaret J. BRIGGS-GOWAN, Auteur ; Damion GRASSO, Auteur ; Yair BAR-HAIM, Auteur ; Joel VOSS, Auteur ; Kimberly J. MCCARTHY, Auteur ; Daniel S. PINE, Auteur ; Lauren S. WAKSCHLAG, Auteur . - p.1083-1091. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-9 (September 2016) . - p.1083-1091 Mots-clés : Attention bias  stress  violence  anxiety  posttraumatic stress  trauma Index. décimale : PER Périodiques Résumé : Background Threat-related attention bias relates to anxiety and posttraumatic stress symptoms in adults and adolescents, but few longitudinal studies examine such associations in young children. This study examines prospective relations among attention bias, trauma exposure, and anxiety and trauma symptoms in a sample previously reported to manifest cross-sectional associations between attention bias and observed anxiety at preschool age. Methods Young children [mean (MN) = 5.0, ±0.7 years, n = 208] from a community-based sample completed the dot-probe task to assess their attention biases in response to angry faces. At baseline (T1) and at follow-up approximately 9 months later (T2), anxiety and trauma exposure (i.e. violent and noninterpersonal events) and symptoms were assessed by maternal report. Results Neither attention bias nor baseline or recent trauma exposure predicted later anxiety. In contrast, attention bias toward threat and recent trauma exposure significantly predicted later trauma symptoms. There was evidence of symptom specificity such that attention bias toward threat significantly predicted hyperarousal and dissociation, but not avoidance or re-experiencing symptoms. Finally, moderation analyses indicated that the relationship between attention bias and trauma symptoms may differ according to children's experiences of probable abuse. Conclusions Attention profiles and trauma exposure may increase the risk that young children will develop trauma symptoms. Individual differences in these attentional patterns and children's exposure history may impact outcomes among high-risk children with potential implications for intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12577 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Contextual variation in young children's observed disruptive behavior on the DB-DOS: implications for early identification / Amélie PETITCLERC in Journal of Child Psychology and Psychiatry, 56-9 (September 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-9 (September 2015) . - p.1008-1016 Titre : Contextual variation in young children's observed disruptive behavior on the DB-DOS: implications for early identification Type de document : Texte imprimé et/ou numérique Auteurs : Amélie PETITCLERC, Auteur ; Margaret J. BRIGGS-GOWAN, Auteur ; Ryne ESTABROOK, Auteur ; James L. BURNS, Auteur ; Erica L. ANDERSON, Auteur ; Kimberly J. MCCARTHY, Auteur ; Lauren S. WAKSCHLAG, Auteur Article en page(s) : p.1008-1016 Langues : Anglais (eng) Mots-clés : Behavioral observation  DB-DOS  developmentally sensitive assessment  context sensitivity  disruptive behavior  ODD  ADHD  functional impairment  sex differences  preschoolers  early childhood Index. décimale : PER Périodiques Résumé : Background Contextual variation in child disruptive behavior is well documented but remains poorly understood. We first examine how variation in observed disruptive behavior across interactional contexts is associated with maternal reports of contextual variation in oppositional-defiant behavior and functional impairment. Second, we test whether child inhibitory control explains the magnitude of contextual variation in observed disruptive behavior. Methods Participants are 497 young children (mean age = 4 years, 11 months) from a subsample of the MAPS, a sociodemographically diverse pediatric sample, enriched for risk of disruptive behavior. Observed anger modulation and behavioral regulation problems were coded on the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS) during interactions with parent and examiner. Oppositional-defiant behavior, and impairment in relationships, with parents and nonparental adults, were measured with the Preschool Age Psychiatric Assessment (PAPA) interview with the mother. Functional impairment in the home and out-and-about was assessed with the Family Life Impairment Scale (FLIS), and expulsion from child care/school was measured with the baseline survey and FLIS. Results Observed disruptive behavior on the DB-DOS Parent Context was associated with oppositional-defiant behavior with parents, and with impairment at home and out-and-about. Observed disruptive behavior with the Examiner was associated with oppositional-defiant behavior with both parents and nonparental adults, impairment in relationships with nonparental adults, and child care/school expulsion. Differences in observed disruptive behavior in the Parent versus Examiner Contexts was related to the differences in maternal reports of oppositional-defiant behavior with parents versus nonparental adults. Children with larger decreases in disruptive behavior from Parent to Examiner Context had better inhibitory control and fewer attention-deficit/hyperactivity disorder symptoms. Conclusions The DB-DOS showed clinical utility in a community sample for identifying contextual variation that maps onto reported oppositional-defiant behavior and functioning across contexts. Elucidating the implications of contextual variation for early identification and targeted prevention is an important area for future research. En ligne : http://dx.doi.org/10.1111/jcpp.12430 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Contextual variation in young children's observed disruptive behavior on the DB-DOS: implications for early identification [Texte imprimé et/ou numérique] / Amélie PETITCLERC, Auteur ; Margaret J. BRIGGS-GOWAN, Auteur ; Ryne ESTABROOK, Auteur ; James L. BURNS, Auteur ; Erica L. ANDERSON, Auteur ; Kimberly J. MCCARTHY, Auteur ; Lauren S. WAKSCHLAG, Auteur . - p.1008-1016. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-9 (September 2015) . - p.1008-1016 Mots-clés : Behavioral observation  DB-DOS  developmentally sensitive assessment  context sensitivity  disruptive behavior  ODD  ADHD  functional impairment  sex differences  preschoolers  early childhood Index. décimale : PER Périodiques Résumé : Background Contextual variation in child disruptive behavior is well documented but remains poorly understood. We first examine how variation in observed disruptive behavior across interactional contexts is associated with maternal reports of contextual variation in oppositional-defiant behavior and functional impairment. Second, we test whether child inhibitory control explains the magnitude of contextual variation in observed disruptive behavior. Methods Participants are 497 young children (mean age = 4 years, 11 months) from a subsample of the MAPS, a sociodemographically diverse pediatric sample, enriched for risk of disruptive behavior. Observed anger modulation and behavioral regulation problems were coded on the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS) during interactions with parent and examiner. Oppositional-defiant behavior, and impairment in relationships, with parents and nonparental adults, were measured with the Preschool Age Psychiatric Assessment (PAPA) interview with the mother. Functional impairment in the home and out-and-about was assessed with the Family Life Impairment Scale (FLIS), and expulsion from child care/school was measured with the baseline survey and FLIS. Results Observed disruptive behavior on the DB-DOS Parent Context was associated with oppositional-defiant behavior with parents, and with impairment at home and out-and-about. Observed disruptive behavior with the Examiner was associated with oppositional-defiant behavior with both parents and nonparental adults, impairment in relationships with nonparental adults, and child care/school expulsion. Differences in observed disruptive behavior in the Parent versus Examiner Contexts was related to the differences in maternal reports of oppositional-defiant behavior with parents versus nonparental adults. Children with larger decreases in disruptive behavior from Parent to Examiner Context had better inhibitory control and fewer attention-deficit/hyperactivity disorder symptoms. Conclusions The DB-DOS showed clinical utility in a community sample for identifying contextual variation that maps onto reported oppositional-defiant behavior and functioning across contexts. Elucidating the implications of contextual variation for early identification and targeted prevention is an important area for future research. En ligne : http://dx.doi.org/10.1111/jcpp.12430 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

Defining the developmental parameters of temper loss in early childhood: implications for developmental psychopathology / Lauren S. WAKSCHLAG in Journal of Child Psychology and Psychiatry, 53-11 (November 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-11 (November 2012) . - p.1099-1108 Titre : Defining the developmental parameters of temper loss in early childhood: implications for developmental psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Lauren S. WAKSCHLAG, Auteur ; Seung W. CHOI, Auteur ; Alice S. CARTER, Auteur ; Heide HULLSIEK, Auteur ; James L. BURNS, Auteur ; Kimberly J. MCCARTHY, Auteur ; Ellen LEIBENLUFT, Auteur ; Margaret J. BRIGGS-GOWAN, Auteur Année de publication : 2012 Article en page(s) : p.1099-1108 Langues : Anglais (eng) Mots-clés : Developmental psychopathology  temper tantrums  disruptive  behavior  preschool psychopathology  dimensional Index. décimale : PER Périodiques Résumé : Background:  Temper modulation problems are both a hallmark of early childhood and a common mental health concern. Thus, characterizing specific behavioral manifestations of temper loss along a dimension from normative misbehaviors to clinically significant problems is an important step toward identifying clinical thresholds. Methods:  Parent-reported patterns of temper loss were delineated in a diverse community sample of preschoolers (n = 1,490). A developmentally sensitive questionnaire, the Multidimensional Assessment of Preschool Disruptive Behavior (MAP-DB), was used to assess temper loss in terms of tantrum features and anger regulation. Specific aims were: (a) document the normative distribution of temper loss in preschoolers from normative misbehaviors to clinically concerning temper loss behaviors, and test for sociodemographic differences; (b) use Item Response Theory (IRT) to model a Temper Loss dimension; and (c) examine associations of temper loss and concurrent emotional and behavioral problems. Results:  Across sociodemographic subgroups, a unidimensional Temper Loss model fit the data well. Nearly all (83.7%) preschoolers had tantrums sometimes but only 8.6% had daily tantrums. Normative misbehaviors occurred more frequently than clinically concerning temper loss behaviors. Milder behaviors tended to reflect frustration in expectable contexts, whereas clinically concerning problem indicators were unpredictable, prolonged, and/or destructive. In multivariate models, Temper Loss was associated with emotional and behavioral problems. Conclusions:  Parent reports on a developmentally informed questionnaire, administered to a large and diverse sample, distinguished normative and problematic manifestations of preschool temper loss. A developmental, dimensional approach shows promise for elucidating the boundaries between normative early childhood temper loss and emergent psychopathology. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02595.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182 [article] Defining the developmental parameters of temper loss in early childhood: implications for developmental psychopathology [Texte imprimé et/ou numérique] / Lauren S. WAKSCHLAG, Auteur ; Seung W. CHOI, Auteur ; Alice S. CARTER, Auteur ; Heide HULLSIEK, Auteur ; James L. BURNS, Auteur ; Kimberly J. MCCARTHY, Auteur ; Ellen LEIBENLUFT, Auteur ; Margaret J. BRIGGS-GOWAN, Auteur . - 2012 . - p.1099-1108. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-11 (November 2012) . - p.1099-1108 Mots-clés : Developmental psychopathology  temper tantrums  disruptive  behavior  preschool psychopathology  dimensional Index. décimale : PER Périodiques Résumé : Background:  Temper modulation problems are both a hallmark of early childhood and a common mental health concern. Thus, characterizing specific behavioral manifestations of temper loss along a dimension from normative misbehaviors to clinically significant problems is an important step toward identifying clinical thresholds. Methods:  Parent-reported patterns of temper loss were delineated in a diverse community sample of preschoolers (n = 1,490). A developmentally sensitive questionnaire, the Multidimensional Assessment of Preschool Disruptive Behavior (MAP-DB), was used to assess temper loss in terms of tantrum features and anger regulation. Specific aims were: (a) document the normative distribution of temper loss in preschoolers from normative misbehaviors to clinically concerning temper loss behaviors, and test for sociodemographic differences; (b) use Item Response Theory (IRT) to model a Temper Loss dimension; and (c) examine associations of temper loss and concurrent emotional and behavioral problems. Results:  Across sociodemographic subgroups, a unidimensional Temper Loss model fit the data well. Nearly all (83.7%) preschoolers had tantrums sometimes but only 8.6% had daily tantrums. Normative misbehaviors occurred more frequently than clinically concerning temper loss behaviors. Milder behaviors tended to reflect frustration in expectable contexts, whereas clinically concerning problem indicators were unpredictable, prolonged, and/or destructive. In multivariate models, Temper Loss was associated with emotional and behavioral problems. Conclusions:  Parent reports on a developmentally informed questionnaire, administered to a large and diverse sample, distinguished normative and problematic manifestations of preschool temper loss. A developmental, dimensional approach shows promise for elucidating the boundaries between normative early childhood temper loss and emergent psychopathology. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02595.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182

A developmental framework for distinguishing disruptive behavior from normative misbehavior in preschool children / Lauren S. WAKSCHLAG 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.976–987 Titre : A developmental framework for distinguishing disruptive behavior from normative misbehavior in preschool children Type de document : Texte imprimé et/ou numérique Auteurs : Lauren S. WAKSCHLAG, Auteur ; Alice S. CARTER, Auteur ; Kate KEENAN, Auteur ; Bennett L. LEVENTHAL, Auteur ; Margaret J. BRIGGS-GOWAN, Auteur ; Carri HILL, Auteur ; Barbara DANIS, Auteur ; Kimberly J. MCCARTHY, Auteur Année de publication : 2007 Article en page(s) : p.976–987 Langues : Anglais (eng) Mots-clés : Preschool-disruptive-behavior-disorders developmental-psychopathology DB-DOS observational-methods early-childhood temper-tantrums methodology Index. décimale : PER Périodiques Résumé : Attaining a developmentally sensitive nosology for preschool disruptive behavior requires characterization of the features that distinguish it from the normative misbehavior of this developmental period. We hypothesize that quality of behavior and its pervasiveness across contexts are critical dimensions for clinical discrimination in young children and propose that structured diagnostic observation provides a systematic method for their identification. We use the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS) to examine whether: (a) observed quality and pervasiveness of behavior distinguishes preschoolers with clinically concerning disruptive behavior from typically developing preschoolers, and (b) observed pattern of clinically salient behavior predicts impairment above and beyond maternal report of behavioral frequency. Methods: Participants are a behaviorally heterogeneous sample of preschoolers (N = 327). Diagnostic methods developed for clinical assessment of preschoolers were used to classify children as (a) Non-Disruptive, (b) Sub-Clinical, or (c) Disruptive. Child behavior was coded based on interactions with parent and examiner during the DB-DOS. Results: Quality and pervasiveness of observed behaviors during the DB-DOS significantly distinguished the three behavioral groups. Discriminative utility varied depending on the comparison. With few exceptions, clinically concerning patterns on the DB-DOS added significant incremental utility in predicting impairment. Conclusions: Observed patterns of clinically salient behavior show promise for advancing developmentally-informed characterization of disruptive behavior within the preschool period. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01786.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=176 [article] A developmental framework for distinguishing disruptive behavior from normative misbehavior in preschool children [Texte imprimé et/ou numérique] / Lauren S. WAKSCHLAG, Auteur ; Alice S. CARTER, Auteur ; Kate KEENAN, Auteur ; Bennett L. LEVENTHAL, Auteur ; Margaret J. BRIGGS-GOWAN, Auteur ; Carri HILL, Auteur ; Barbara DANIS, Auteur ; Kimberly J. MCCARTHY, Auteur . - 2007 . - p.976–987. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-10 (October 2007) . - p.976–987 Mots-clés : Preschool-disruptive-behavior-disorders developmental-psychopathology DB-DOS observational-methods early-childhood temper-tantrums methodology Index. décimale : PER Périodiques Résumé : Attaining a developmentally sensitive nosology for preschool disruptive behavior requires characterization of the features that distinguish it from the normative misbehavior of this developmental period. We hypothesize that quality of behavior and its pervasiveness across contexts are critical dimensions for clinical discrimination in young children and propose that structured diagnostic observation provides a systematic method for their identification. We use the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS) to examine whether: (a) observed quality and pervasiveness of behavior distinguishes preschoolers with clinically concerning disruptive behavior from typically developing preschoolers, and (b) observed pattern of clinically salient behavior predicts impairment above and beyond maternal report of behavioral frequency. Methods: Participants are a behaviorally heterogeneous sample of preschoolers (N = 327). Diagnostic methods developed for clinical assessment of preschoolers were used to classify children as (a) Non-Disruptive, (b) Sub-Clinical, or (c) Disruptive. Child behavior was coded based on interactions with parent and examiner during the DB-DOS. Results: Quality and pervasiveness of observed behaviors during the DB-DOS significantly distinguished the three behavioral groups. Discriminative utility varied depending on the comparison. With few exceptions, clinically concerning patterns on the DB-DOS added significant incremental utility in predicting impairment. Conclusions: Observed patterns of clinically salient behavior show promise for advancing developmentally-informed characterization of disruptive behavior within the preschool period. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01786.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=176

Exposure to potentially traumatic events in early childhood: differential links to emergent psychopathology / Margaret J. BRIGGS-GOWAN in Journal of Child Psychology and Psychiatry, 51-10 (October 2010)  

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Punishment insensitivity and impaired reinforcement learning in preschoolers / Margaret J. BRIGGS-GOWAN in Journal of Child Psychology and Psychiatry, 55-2 (February 2014)  

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