Profiles Of Behavior Problems Research Articles

The Role of Parenting Styles on Behavior Problem Profiles of Adolescents.

Parental behavior is one of the most influential factors on the development of adolescent externalizing and internalizing behavior problems. These behavioral problems are closely related and often co-occur. The objectives of this work were: (i) to identify adolescents profiles according to their behavior problems; (ii) to explore individual, family, and social characteristics associated with these profiles; and (iii) to analyze the potential role of parenting styles in belonging to adolescents’ profiles. A total of 449 Spanish adolescents (223 from families declared at-risk and enrolled in Child Welfare Services and 226 from families from the general population) participated in this study. The analyses revealed three profiles of adolescents based on external and internal behavior problems (adjusted, external maladjustment, and internal maladjustment). Parenting styles explained the adolescents’ belonging to different profiles, in which the indulgent style was the most favorable in general terms. The distinctive role of parenting styles on two types of maladjustment profiles was confirmed. The relationship between parenting styles and adolescent adjustment is a key component that should be included in interventions according to adolescents’ behavior problem profiles. Furthermore, the results shed light on the need that family interventions are complemented with individualized interventions with adolescents that accumulate stressful life events.

Cluster Analysis of the Child Behavior Checklist 1.5-5 for Preschool Children Diagnosed With a Mental Disorder.

Research on the relationship between the Child Behavior Checklist (CBCL) and Diagnostic and Statistical Manual for Mental Disorder diagnoses for preschool children is scarce. Cluster analysis can be useful for investigating characteristics of a clinical group by using CBCL subscales and classifying subtypes of a Diagnostic and Statistical Manual for Mental Disorder diagnosis group. This study conducted a cluster analysis of the CBCL 1.5-5 for preschool children diagnosed with a mental disorder. Participants were 333 children (255 males and 78 females) aged 1.5 to 5 years who were diagnosed with a mental disorder. The CBCL 1.5-5 and Bayley Scales of Infant Development II were used as assessment instruments. Three clusters were extracted and then compared with CBCL 1.5-5 profiles of each Diagnostic and Statistical Manual for Mental Disorder-5 subject group to determine their clusters. Cluster 1 was named "intellectual disorder cluster." Cluster 2 was referred to as "other mental disorders cluster," and Cluster 3 was called "autism spectrum disorder cluster." When differences in profiles of behavior problems distinguished by CBCL 1.5-5 scales were examined among different clusters, discriminant validity was found to be high.

Behavior Problems in Middle Childhood: The Predictive Role of Maternal Distress, Child Attachment, and Mother-Child Interactions

The objective of the study was to examine the longitudinal relation between early school-age measures of maternal psychosocial distress, quality of mother-child interactions, and child attachment behavior, and behavior problem profiles in middle childhood using a multi-informant design. Participants were 243 French-speaking mother-child dyads (122 girls) who were part of an ongoing longitudinal project. Maternal psychosocial distress was assessed when children were between 4 and 6 years of age. Mother-child interactive quality and attachment patterns were observed at age 6 during a laboratory visit. At age 8.5, externalizing and internalizing problems were assessed using mother and child reports. Results show that maternal psychosocial distress predicted later social adaptation reported by the child through the mediation of mother-child interactions. Analyses also revealed that higher maternal psychosocial distress and controlling attachment patterns, either of the punitive or caregiving type, significantly predicted membership in both child internalizing and externalizing clinical problem groups. Lower mother-child interactive quality, male gender, and child ambivalent attachment were also predictors of externalizing clinical problems.

Bipolar Diagnoses in Community Mental Health: Achenbach Child Behavior Checklist Profiles and Patterns of Comorbidity

There are converging findings about pediatric bipolar disorder (PBD) in terms of associated comorbidity and behavior problem profiles on the Achenbach Child Behavior Checklist (CBCL). However, no study has examined clinical or demographic characteristics of youths clinically diagnosed with bipolar disorder in a low-income, diverse community clinical sample. Archival data (N = 3086 cases) from six urban community mental health centers (CMHC) were reviewed to determine the base rate of bipolar disorder and the demographic and clinical characteristics (comorbidity and CBCL profiles) associated with the diagnosis. Roughly 6% of the sample received clinical diagnoses of PBD. Patterns of comorbidity and CBCL profiles were highly similar to published samples. However, elevated CBCL scores were not specific to bipolar disorder, since they were also frequently high for nonbipolar cases. There appears to be substantial convergence between the demographic and clinical characteristics of cases clinically diagnosed with PBD versus those diagnosed with semistructured research interviews, strengthening the validity of both sets of diagnoses. At the same time, the CBCL appears to do poorly discriminating clinical diagnoses of PBD, due to the pervasive externalizing behavior problems in CMHC samples and the variable presentation of PBD cases.

Predictors and Consequences of Aggressive-Withdrawn Problem Profiles in Early Grade School

Identified first-grade children who exhibited 4 different behavior problem profiles from an initial sample of 754: aggressive-withdrawn (n = 63, 8%) aggressive only (n = 165, 22%), withdrawn only (n = 94, 12%), and nonproblem (n = 432, 57%). Group comparisons revealed that children who became aggressive-withdrawn in first grade exhibited deficits in attention and social skills in kindergarten. Furthermore, these kindergarten deficits contributed to the emergence of their aggressive-withdrawn behavior problems in first grade, after accounting for kindergarten levels of aggressive and withdrawn behaviors. In later grades, aggressive-withdrawn first-grade children were more likely than children in any other group to demonstrate poor peer relations and poor academic performance. In addition, kindergarten skill deficits added to first-grade aggressive and withdrawn behavior problems to predict third-grade social and academic adjustment difficulties. The results document the key role of early inattention and social skill deficits in the prediction of aggressive-withdrawn problem profiles, validate the significance of this problem profile at school entry, and identify potential developmental mechanisms that have implications for preventive interventions.

Psychosocial correlates of learning disability subtypes in children with tourette's syndrome

Abstract Children with different types of learning disabilities are thought to be at risk for specific profiles of behavior problems. This study sought to determine if learning disabilities are related to behavioral adjustment specifically in children with Tourette's syndrome (TS). We examined the Child Behavior Checklist (CBC) profiles of 61 children with TS who were between the ages of 6 and 18 years. The children were classified into one of three subtypes of learning disabilities or a nondisabled control group, based on performance on the Wide Range Achievement Test-Revised. Children with learning disabilities displayed higher scale elevations on the CBC than did controls, but not after controlling for the presence of attention deficit disorder. The results are inconsistent with previous research on the behavioral adjustment of subtypes of learning disabilities. Thus, the expression of learning disabilities may be idiosyncratic in children with discrete neuropsychiatric disorders such as TS.

The Role of Central Nervous System Functioning and Family Functioning in Behavioral Problems of Children with Myelodysplasia

This study examined the frequency and type of behavioral problems in 50 children with myelodysplasia and investigated the hypothesized roles of central nervous system (CNS) functioning and family functioning in behavioral problem outcome. The findings revealed that 50% of the children with myelodysplasia had a behavioral problem pattern and another 2% had low social skills, yielding an overall problem pattern rate of 52%. There was a high frequency of internalizing behavior problem profiles and a very low frequency of externalizing behavior problem profiles. Although there was little support for the hypothesized mediating role of central nervous system functioning, considerable support was provided for the association of family functioning and behavior problem outcomes.

Family planning and child mental health in China: the Nanjing Survey

The authors studied the impact of China's one-child-per-couple family planning policy on child development in 697 preschool children in the city of Nanjing and in two rural areas surrounding Nanjing. A home-visit questionnaire survey including a Chinese version of Achenbach's Child Behavior Checklist was used. The behavior problem profiles of children who were their parents' only children and those who had siblings were compared, revealing a significant difference between girls who were only children and those who had siblings. Girls who were only children tended to have slightly higher scores on the factors of depression, moody, and temper.