Child Behavior Problems Research Articles

Prospective associations of screen time at age 2 with specific behavioral subscales at age 3: a cohort study.

We aim to discover which, if any, of the subscales of internalizing and externalizing behavioral problems at age 3 are still associated with screen time (ST) at age 2 after adjusting for behavioral problems scores at age 2. This study was conducted under the Tohoku Medical Megabank Project Birth and Three-Generation Cohort Study. Information was gathered prospectively, with 7207 mother-child pairs included in the analysis. Children's ST was categorized in hours a day at age 2 (<1, 1-<2, 2-<4, ≥4). We assessed children's behavioral problems using the Child Behavior Checklist for Ages 1½-5 (CBCL) at ages 2 and 3. 'Having behavioral problems' was defined by them being within a clinical range for internalizing behaviors (withdrawn, somatic complaints, anxious/depressed and emotionally reactive) and externalizing behaviors (attention problems and aggressive behaviors) at age 3. Continuous scores on each of the behavioral problem scales at age 2 were used as covariates. Greater ST for children at age 2 was associated with specific subscales for emotionally reactive and aggressive behaviors at age 3. This study found that ST is prospectively associated with some behavioral scales but not others.

Parents' and Children's Emotional Well-Being and Language Beliefs in Heritage Bilingual Families.

The present study aimed to examine how parents' psychological characteristics and positive beliefs about multilingualism predict children's emotional well-being in 51 multilingual families with an immigrant background. Parents were interviewed to assess their beliefs about multilingualism and completed a battery of questionnaires assessing depression, anxiety, psychological distress, parental competence, quality of life, and acculturative stress. They also completed the Strengths and Difficulties Questionnaire (SDQ), which assessed their children's socio-emotional and behavioral characteristics. The results from regression analyses showed that parents' depressive symptoms were significant concurrent predictors of children's conduct problems. In contrast, higher acculturation stress was associated with more emotional problems and better prosociality in children, although the stronger predictor for the latter variable was parents' self-efficacy. Positive beliefs about bilingualism were not related to children's well-being. The discussion highlights the importance of targeting parents' depressive traits and acculturation stress as possible risk factors for children's emotional and behavioral problems. Conversely, fostering parental self-efficacy may promote children's prosociality.

Maternal Depressive Symptoms and Children’s Behavioral Problems: The Moderating Roles of Emotion Regulation and Teacher-Student Relationship Quality

The detection rate of children’s behavioral problems is on the rise throughout the world, reaching 18.8% in China. Maternal depressive symptoms is one of the main causes of children’s behavioral problems. Our study explored the moderating roles and the specific moderating mechanism of children’s emotion regulation and teacher-student relationship quality in the association between maternal depressive symptoms and children’s behavioral problems based on the resilience framework and the multiple moderating model. A cross-sectional survey on mothers and teachers of Chinese primary school students in grades 1 to 3 in suburban Beijing was conducted to investigate children’s behavioral problems, emotion regulation, teacher-student relationship quality, maternal depressive symptoms, and demographic characteristics (n = 300) in this study. Pathway analysis and the Johnson-Neyman method were used to determine the moderating roles and the specific moderating mechanism of emotion regulation and teacher-student relationship quality. Results showed that emotion regulation and teacher-student relationship quality played moderating roles in the association between maternal depressive symptoms and children’s behavioral problems and the moderating mechanism was the additive moderating model. To be specific, emotion regulation and teacher-student relationship quality played moderating roles parallelly. Emotion regulation could moderate the negative effect of maternal depressive symptoms on both internalizing and externalizing behavioral problems in children. Meanwhile, teacher-student relationship quality could moderate the negative effect of maternal depressive symptoms on children’s externalizing behavioral problems. The study highlighted the value of children’s emotion regulation and teacher-student relationship quality against adverse family environments and gave an orientation for intervention.

IS CO-PARENTING POSSIBLE AFTER DIVORCE?: A SCOPING REVIEW OF THE EFFECTS ON CHILDREN

Post-divorce adjustment efforts lead to significant changes in the roles and functions of parents and children. This study examines how parenting attitudes and the co-parenting process develop after divorce and their reflections on children. Articles published in English between 2018 and 2024 in the Web of Science Core Collection database were reviewed, focusing on relevant keywords related to post-divorce co-parenting attitudes. A total of 51 articles were analyzed, and various themes were identified. The analysis revealed themes such as post-divorce adjustment, barriers, and facilitators in co-parenting. Parents' emotional challenges affect children's behavior and attitudes, while positive parental relationships support children's psychological well-being. Children who adapt better to divorce may feel the traumatic effects less intensely. Supporting parents' positive relationships with each other and allowing children to express their thoughts freely can contribute to reducing behavioral problems in children. These findings highlight the importance of special education programs for parents and children for post-divorce adjustment, the promotion of joint custody, and policies and legal regulations to enhance cooperation between parents.

Parenting strategies and child behavior at preschool age in families using assisted reproductive technologies

Introduction. Certain parenting strategies have a significant impact on the appearance of behavioral problems in children. Due to the continuous increase in the number of children conceived with the help of assisted reproductive technologies (ART), and the availability of limited, disparate and contradictory data on the development of such children and influencing family factors, the purpose of this study is to identify the characteristics and relationship of maternal and paternal parenting strategies and child behavior in preschool age in families with ART. Materials and methods. The sample consisted of 90 families who used ART and 155 families with natural conception. To identify the features of the child's parenting strategies, the "Interaction with the child" questionnaire was used, and the "Behavior of your child" questionnaire was used to assess the child's behavior. Nonparametric Mann–Whitney U test. Results. The general trends (regardless of the type of conception) are the dominance of manifestations of sensitivity to the child, emotionality, responsiveness, positive constructive regulation of discipline on the part of both parents, but with a predominance of severity in mothers compared with fathers (p≤0.05). There is no specificity associated with the type of conception (p&gt;0.05) in the characteristics of a child's behavior at the age of 5 years. On the one hand, the stronger emotionality towards the child on the part of both parents is specific for families who have used ART (3684.5 &lt; U &lt; 5154.0; p≤0.05), but on the other hand, there are trends towards less consistency and the risk of contradictions in the upbringing of a child compared with families with natural conception of a child, the lack of direct links between paternal strategies and child behavior indicators (p&gt;0.05), stronger interrelations of different manifestations of dysfunctional behavior in a child. The types of ART families with different types of severity and relationship of parental parenting strategies and behavioral characteristics of children (p≤0.05) are identified. Conclusion. The results of the study show the need to develop and conduct personalized training programs for parents and build individual trajectories of psychological support for families who have used ART at the age stages of child development.

Early postnatal and concurrent exposure to metals and neurobehavioral outcomes at 5 years: Associations with individual environmental exposures and mixtures

BackgroundLittle is known about the effect of postnatal exposure to heavy metals on children’s behavior problems. This study aimed to investigate the association between metal exposure during different stages of postnatal life and neurobehavioral outcomes in preschool children. MethodsUrinary concentrations of six metals (arsenic, cadmium, chromium, lead, manganese, and vanadium) were measured using inductively coupled plasma mass spectrometry in 220 participants at two time points: before 1 year and at 5 years of age. Mothers completed the Child Behavior Checklist when the children were 5 years old. Multivariable linear and logistic regression analyses were used to evaluate the association between metal concentrations and behavioral outcomes. We employed Bayesian kernel machine regression (BKMR) to assess possible joint effects and potential interactions between metal mixtures and behavioral outcomes. ResultsConcentrations of urinary arsenic (As) in infants were associated with higher scores for anxious/shy behavior problems (β ranging from 0.03 to 0.23). Further analyses showed that As exposure increased the odds of scores falling into the borderline or clinical range on anxious/depressed, affective, and pervasive developmental problems (ORs: 2.45–3.40). Stratification by sex indicated significance in girls but not in boys. BKMR analysis showed that, among the metal mixtures, As displayed a major effect on behavior scores. Concentrations of urinary cadmium in infants were also associated with higher behavioral scores but did not increase the risk of clinical problems. A cross-sectional survey in 5-year-olds did not show a significant association between concurrent metal exposure and behavioral outcome. ConclusionOur results showed that exposure to As and Cd during infancy was associated with emotional problems in children. The effect of arsenic exposure was more pronounced among female infants. We suggest reducing exposure to toxic metals during early postnatal life to prevent behavioral problems in children."

Association between maternal antibiotic exposure and emotional and behavioural problems in children at four years of age: A biomonitoring-based prospective study

BackgroundMaternal exposure to multiple antibiotics exposure during pregnancy has attracted extensive attention, but biomonitoring studies linking prenatal antibiotic exposure to emotional and behavioural problems in children are limited. MethodsA total of 2475 pregnant women from the Ma’anshan Birth Cohort were included, and the Strengths and Difficulties Questionnaire was completed when their children turned four years of age. The levels of 41 maternal urinary antibiotics and two metabolites were measured during the first, second and third trimesters. Generalized estimating equations and binary logistic regression models were applied to analyse the associations between maternal antibiotic exposure and emotional and behavioural problems in children and to determine the sensitive period, respectively. A quantile-based g-computation (QGC) approach was employed to examine the combined effects of multiple antibiotics on emotional and behavioural problems in children. ResultsOverall, florfenicol and preferred-as-veterinary antibiotic (PVA) exposure during pregnancy increased the risk of emotional problems in children, and ofloxacin exposure increased the risk of hyperactivity-inattention. Maternal exposure to trimethoprime, ciprofloxacin, florfenicol, other antibiotics and PVA exposure during the first trimester was positively associated with emotional problems in children. Second-trimester trimethoprime concentrations and third-trimester ciprofloxacin concentrations were positively associated with hyperactivity-inattention. Third-trimester veterinary antibiotic (VA) exposure was negatively associated with hyperactivity-inattention, and second-trimester VA and PVA exposure was negatively associated with peer problems. The QGC model revealed that mixed antibiotic exposure in the first trimester exacerbated the risk of childhood emotional problems (the contribution of ciprofloxacin is prominent), and mixed antibiotic exposure in the second trimester increased the risk of hyperactivity-inattention (the contribution of trimethoprime is prominent). ConclusionMaternal mixed antibiotic exposure during the first and second trimesters increases the risk of emotional problems and hyperactivity-inattention in children at four years of age.

Different concepts of neighborhood safety and child internalizing and externalizing behaviors.

Neighborhood safety is defined inconsistently across epidemiologic studies - a conceptual problem that results in incomparable measurements, hampering the design of health interventions. Using child behavior problems (measured via the Child Behavior Checklist) as the outcome of interest, this study directly compared four measures of neighborhood safety: two of experienced safety and two of perceived safety, with each one measured at family and community levels. These included children's direct experience of harm, parental perceptions, community crime statistics, and community perceptions. In a sample of 3291 ten-year-olds from the Generation R cohort (living in municipal Rotterdam, Netherlands, 2013), all four measures were correlated (χ2 ≥ 9.2, P < 0.002 in pairwise chi-square comparisons), but ultimately identified different levels of risk for behavioral health. Direct experiences of harm, parental perceptions, and community crime statistics were all associated with increased child internalizing behaviors (β = 3.12, β = 2.10, and β = 1.77, respectively), while only experiences of harm and parental perceptions were associated with increased externalizing behaviors (β = 2.75 and β = 1.31, respectively). These results provide novel evidence that the conceptual distinctions underlying different measures of neighborhood safety are meaningful for child mental health and should be considered in intervention design.

Association between parental attitudes towards parenting, emotional problems and behavioral problems in children in Sincelejo (Colombia)

Las actitudes parentales hacia la crianza repercuten en la incidencia de problemas emocionales y conductuales en los primero años de vida de un niño. El objetivo del presente estudio es examinar la asociación entre las actitudes parentales hacia la crianza, problemas emocionales y problemas de conducta en niños de 2 a 5 años de Sincelejo, Colombia. Se realizó bajo un enfoque cuantitativo, de alcance correlacional, con una muestra de 352 cuidadores y 352 niños y niñas seleccionados de manera intencionada, a quienes se les aplicaron los siguientes instrumentos: 1. Cuestionario sociodemográfico, 2. El Parents-Child Relationship Inventory (PCRI), 3. Child Behaviour Checklist (CBCL). En los resultados se evidencio que, Los problemas del sueño presentaron una relación negativa con la disciplina y el compromiso, esto quiere decir que a menos disciplina y compromiso, más problemas del sueño presentaban los niños. Y con respeto a los problemas externalizantes se encontró que los problemas de atención, problemas oposicionistas y el comportamiento agresivo se relacionaron con poca disciplina seguida de poco compromiso. Se concluye que los problemas externalizados en niños y niñas se relacionan con el poco compromiso como actitud parental hacia la crianza.

The power of routines: Impact of parent-grandparent coparenting relationship quality on post-lockdown child adjustment over the COVID-19 pandemic in China

Child routines and coparenting relationships are respectively recognized in past literature as valid predictors of child adjustment, representing structured daily living and source of support in children’s lives. Under the difficult times of the COVID-19 pandemic, established family processes were shaken by social and mental challenges, which lacked relevant literature regarding the working mechanism in the Chinese cultural context, where parent-grandparent coparenting families commonly reside. The current longitudinal study explores the role of child routines in the effect of mother-grandmother coparenting relationship quality on child adjustment over the period of the COVID-19 pandemic lockdown. The study collected data from 163 mother-grandmother coparenting families before, during, and after the pandemic lockdown in Beijing, China, in a one-year span. The results showed that the consistency of child routines during the pandemic mediated the effect of mothers’ perceived coparenting relationship quality before the pandemic on child social competence after the lockdown, but not on child behavioral and emotional problems. Grandmother’s perceived coparenting relationship quality before the pandemic negatively predicted behavioral and emotional problems after the lockdown, while no indirect effects were found. The current study reiterates the critical role of routine maintenance in the coparenting context on child social-emotional development, particularly when other parts of daily lives were disturbed. Also, separately examining mothers’ and grandmothers’ perceived coparenting relationship quality validates the idea that caregivers played different roles in the family, resulting in disparities in child development mechanisms.

Wealth at birth and its effect on child academic achievement and behavioral problems

Wealth at birth and its effect on child academic achievement and behavioral problems

Externalizing Behavior Problems in Children Aged 6 to 14 years-old Living Near Coal-Fired Power Plants

Externalizing Behavior Problems in Children Aged 6 to 14 years-old Living Near Coal-Fired Power Plants

Digital Parenting Program: Enhancing Parenting and Reducing Child Behavior Problems.

Digital parenting programs using smartphone apps can support families in positive parenting and require evaluations of their effects, mainly in low- and middle-income countries with caregivers experiencing psychosocial vulnerabilities. The study evaluated the "Born Learning" digital parenting program on improving parenting practices, child prosocial behavior, and reducing the children's externalizing behavior problems. Additionally, participants' satisfaction and engagement with the program were evaluated. Brazilian primary caregivers of 3- to 6-year-old children totaling 91, participated in the "Born Learning" program and pre-, post-intervention, and five-month follow-up evaluations. Most participants received cash transfers (64%) and reported some level of food insecurity (78%). The parenting coercive practices decreased from pre- to post-intervention, with maintenance in follow-up. Satisfaction with the role of parenting increased, and child conduct behavior problems decreased from pre-intervention to follow-up. Most participants found the program content very interesting and engaged adequately with the program strategies, such as messages and videos. The digital parenting program can support caregivers by enhancing parenting and decreasing child behavior problems, highlighting the potential for broader implementation in similar contexts.

The role of functional emotion circuits in distinct dimensions of psychopathology in youth

Several mental disorders emerge during childhood or adolescence and are often characterized by socioemotional difficulties, including alterations in emotion perception. Emotional facial expressions are processed in discrete functional brain modules whose connectivity patterns encode emotion categories, but the involvement of these neural circuits in psychopathology in youth is poorly understood. This study examined the associations between activation and functional connectivity patterns in emotion circuits and psychopathology during development. We used task-based fMRI data from the Philadelphia Neurodevelopmental Cohort (PNC, N = 1221, 8–23 years) and conducted generalized psycho-physiological interaction (gPPI) analyses. Measures of psychopathology were derived from an independent component analysis of questionnaire data. The results showed positive associations between identifying fearful, sad, and angry faces and depressive symptoms, and a negative relationship between sadness recognition and positive psychosis symptoms. We found a positive main effect of depressive symptoms on BOLD activation in regions overlapping with the default mode network, while individuals reporting higher levels of norm-violating behavior exhibited emotion-specific lower functional connectivity within regions of the salience network and between modules that overlapped with the salience and default mode network. Our findings illustrate the relevance of functional connectivity patterns underlying emotion processing for behavioral problems in children and adolescents.

Prenatal Fluoride Exposure Linked to Behavioral Problems in Children

Prenatal Fluoride Exposure Linked to Behavioral Problems in Children

Trauma-related mental health problems among mothers in Taiwan and their relationship with children’s emotional and behavioral problems

ABSTRACT Background: Trauma can give rise to mental health problems and emotional and interpersonal difficulties, which in turn can perpetuate the cycle of trauma and adversity for future generations. However, little is known about the prevalence and potential effects of trauma and trauma-related mental health problems among parents. Objective: The primary goal of this study was to examine childhood and adulthood trauma and trauma-related symptoms among mothers of children aged between 6 and 18. We also conducted exploratory analyses of their potential relationship with children’s emotional and behavioural problems. Method: A total of 817 mothers living with a child aged between 6 and 18 in Taiwan completed standardized self-report assessments of trauma exposure, trauma-related symptoms, and children’s emotional and behavioural problems. A subsample (n = 256) also provided follow-up data after six months. Results: Most surveyed mothers reported at least one childhood traumatic event (74.79%) and one adulthood traumatic event (78.70%); 4.4% met the ICD-11 criteria for PTSD, and 12.1% for complex PTSD; 11.4% reported clinically significant dissociative symptoms. Mothers’ complex PTSD and dissociative symptoms were cross-sectionally correlated with children’s emotional and behavioural problem (rs = .186 to .239, p < .001). After controlling for possible confounding variables and baseline scores, mothers’ childhood non-betrayal trauma reported at baseline was found to be a predictor of children's emotional and behavioural problems reported at follow up. Conclusion: This study is the first to provide data regarding childhood and adulthood trauma and trauma-related disorders, including ICD-11 complex PTSD, among mothers in the community. It calls for more studies to understand the potential effects of intergenerational trauma.

Social Skills and Behavioral Problems in Children with a History of Institutionalization and Foster Care

The aim of the study was to analyze whether there were significant differences in social skills and in externalizing and internalizing behavior problems among three groups of children in Argentina: one group of adopted children with a history of institutional care, another group of adopted children with a history of foster care, and a third group of children with no history of alternative care who have lived with their biological family since birth. A non-experimental, descriptive, cross-sectional study was conducted. The sample consisted of 119 Argentine parents with children between the ages of 3 and 7. Of these, 41 parents had adopted a child with a history of institutional care, 38 had adopted a child with a history of foster care, and 40 were biological parents whose children had no history of alternative care. The Preschool and Kindergarten Behavior Scale (PKBS) by Merrell (2003), adapted in Argentina by Reyna and Brussino (2009), was used to measure the variables studied. Adopted children with a history in institutional care obtained significantly lower scores in the three social skills assessed (social cooperation, social interaction, and social independence) and significantly higher scores in the two behavior problems assessed (internalizing and externalizing) compared to the other two groups. No significant differences were found in social skills and behavioral problems between the group of adopted children with a history of foster care and the group of children without a history of alternative care who have lived with their biological family since birth. Foster care could be considered a protective factor for children at risk.

Psychometric Properties of the Child Behavior Checklist (CBCL) for Ages 6-18 to Identify Autism Spectrum Disorders (ASD) in a Turkish Parent Sample.

The Child Behavior Checklist for ages 6-18 (CBCL/6-18) is broadly used for psycho-educational assessment in identifying children's behavior problems in special education and psychology. However, the usefulness of the CBCL/6-18 in a Turkish sample still needs to be investigated. The current study aimed to investigate the psychometric properties of the measures of the CBCL/6-18 within a sample of Turkish parents. The psychometric evaluation includes item calibration using the Partial Credit Model (PCM). We analyzed data from 548 parents who have children with autism spectrum disorder. According to the PCM calibration, the results suggested that the Internalizing, Externalizing, and Total Problem subscales were unidimensional and showed local independence successfully. All subscales demonstrated adequate reliability, indicating that the scale distinguishes between children with different behavior problems. The subscales had varying item step ordering, meaning that transitions from one category to second by parent ratings are relatively straightforward. Some items with easy-to-define behavior problems, for example, Item 42 (constipated), were more likely to be endorsed by parents. Consequently, the CBCL/6-18 has adequate psychometric properties for accurately assessing problem behaviors in children based on parent ratings.

Combination of taking neuropsychiatric medications and psychological distress in pregnant women, with behavioral problems in children at 2 years of age: The Tohoku Medical Megabank Project Birth and Three-Generation Cohort Study.

To examine the association of the combination of taking neuropsychiatric medications from the onset of pregnancy to mid-pregnancy and maternal psychological distress at mid-pregnancy, with children's behavioral problems. Neuropsychiatric medication use from the onset of pregnancy to mid-pregnancy was defined by the self-reported name of the neuropsychiatric medication in the questionnaire in early and mid-pregnancy. Maternal psychological distress was defined by the Kessler Psychological Distress Scale (K6) ≥13 on the questionnaire in mid-pregnancy. We classified the participants into four categories based on the combination of taking neuropsychiatric medications and psychological distress: "None," "Medications only," "K6 ≥ 13 only," and "Both." Children's behavioral problems were assessed using the Child Behavior Checklist for Ages 1½-5 (CBCL) at 2 years of age. The clinical ranges of the internalizing and externalizing scales of the CBCL were defined as behavioral problems. We conducted a multivariable logistic regression analysis to examine the associations between the four categories of maternal exposure and children's behavioral problems. Compared with the "None" category (n = 9873), the "K6 ≥ 13 only" category (n = 308) was statistically significantly associated with internalizing and externalizing problems. In contrast, the "Medications only" (n = 93) and "Both" (n = 22) categories were not statistically significantly associated with internalizing and externalizing problems, although the point estimates of the odds ratio in the "Both" category were relatively high (1.58 for the internalizing problem and 2.50 for the externalizing problem). The category of mothers taking neuropsychiatric medications and having no psychological distress during pregnancy was not associated with children's behavioral problems in the present population.

Influence of Brain Gym on children's behavioral problems with autism spectrum disorder: A randomized controlled clinical trial

IntroductionChildren with autism spectrum disorder (ASD) present with a variety of behavioral problems. The aim of this study is to investigate the effectiveness of Brain Gym (BG) on the behavioral problems of children with ASD in Iran. MethodsThis clinical trial was conducted on 36 children with ASD at Kashan and Arak in 2019. Samples were selected using the block randomization method and assigned to the intervention and control groups. The intervention group received ten sessions of BG according to Dennison's protocol. There was no intervention in the control group. The stereotyped behavior, communication, and social interactions of the behavioral problems were assessed at the beginning (T0), the end of the intervention (T1), and two months later (T2). The data were collected using the Demographics, Rutter, GARS-2, and Raven scales. Data from 33 children were analyzed via per-protocol and intention-to-treat analysis using repeated measures analysis of variance. ResultsThe two groups did not differ significantly in demographic variables. The results showed a significant interaction effect of time and intervention on the severity of behavioral problems (p < 0.0001). There was a significant difference in the severity of behavioral disorders between the two groups at T1 and T2 (p < 0.05). A within-group analysis revealed a significant difference in the severity of the behavioral disorder at the three time points between the BG and control groups (p < 0.0001). ConclusionBG can alleviate the behavioral problems of children with ASD. This intervention is recommended as a complementary treatment for affected families with children with ASD. Trial registration numberIRCT20100211003329N5. Date of registration2020-07-16.