Behavioral Style Questionnaire Research Articles

Волевая саморегуляция и ее развитие у школьников с повышенным уровнем тревожности в ситуации профессионального выбора

The research goal is to study the development of volitional self-regulation among schoolchildren with an increased level of anxiety at the stage of career choice. In research, we use Questionnaire for collecting and summarizing information about students' professional choice, Phillips’ School Anxiety Scale, V.I. Morosanova's self-regulation behavior style questionnaire, Methodology for diagnosing the type of school motivation in high school students. The purpose of the research is to study school anxiety in modern adolescents at the stage of professional self-determination, features of volitional self-regulation and its development as a result of a cycle of classes with schoolchildren of 9th and 11th grades. The object of the research is the personality characteristics of adolescents, namely general anxiety, motivation, volitional self-regulation. The subject of the research is anxiety, motivation and volitional self-regulation of adolescents at the stage of professional choice before and after the Program for the development of volitional self-regulation and the basics of professional self-determination. The Program allowed to reduce the indicators of general anxiety among senior students and to increase the indicators of the general level of self-regulation to a high level in most senior students, as well as to reduce the number of senior students who have not decided on a career choice. In the future, it is planned to finalize and test the Program in the student environment, as the issue of career choice remains relevant among students.

Temperament Similarities and Differences: A Comparison of Factor Structures from the Behavioral Style Questionnaire in Children with and Without Autism Spectrum Disorder

The majority of studies of temperament in children with autism spectrum disorder (ASD) use scales normed on typical populations. The present study examined a widely used measure of temperament, the Behavioral Style Questionnaire (McDevitt and Carey in Behavioral Styles Questionnaire, Behavioral-Developmental Initiatives Scottsdale, AZ, 1975) to determine whether it contains the temperament traits theorized by its creators. Neither confirmatory nor exploratory factor analysis, using a sample of children with ASD and a population comparison group, identified the theorized nine temperament factors; many items did not strongly load on any of the original factors. A 10 factor solution best described the ASD data and a 9 factor solution best described the typical group's data. There were substantial similarities in the 9 factor solutions, but groups differed from one another enough to question construct similarity for several factors. These results highlight that more basic psychometric research is needed to better understand the BSQ in children with ASD.

Speech-Language Dissociations, Distractibility, and Childhood Stuttering.

This study investigated the relation among speech-language dissociations, attentional distractibility, and childhood stuttering. Participants were 82 preschool-age children who stutter (CWS) and 120 who do not stutter (CWNS). Correlation-based statistics (Bates, Appelbaum, Salcedo, Saygin, & Pizzamiglio, 2003) identified dissociations across 5 norm-based speech-language subtests. The Behavioral Style Questionnaire Distractibility subscale measured attentional distractibility. Analyses addressed (a) between-groups differences in the number of children exhibiting speech-language dissociations; (b) between-groups distractibility differences; (c) the relation between distractibility and speech-language dissociations; and (d) whether interactions between distractibility and dissociations predicted the frequency of total, stuttered, and nonstuttered disfluencies. More preschool-age CWS exhibited speech-language dissociations compared with CWNS, and more boys exhibited dissociations compared with girls. In addition, male CWS were less distractible than female CWS and female CWNS. For CWS, but not CWNS, less distractibility (i.e., greater attention) was associated with more speech-language dissociations. Last, interactions between distractibility and dissociations did not predict speech disfluencies in CWS or CWNS. The present findings suggest that for preschool-age CWS, attentional processes are associated with speech-language dissociations. Future investigations are warranted to better understand the directionality of effect of this association (e.g., inefficient attentional processes → speech-language dissociations vs. inefficient attentional processes ← speech-language dissociations).

Developmental neuropsychological assessment of 4- to 5-year-old children born following Preimplantation Genetic Diagnosis (PGD): A pilot study

The purpose of this pilot study was to evaluate developmental neuropsychological profiles of 4- to 5-year-old children born after Preimplantation Genetic Diagnosis (PGD). Twenty-seven participants received a neurological examination and a battery of neuropsychological assessments including Wechsler Preschool & Primary Scale of Intelligence - Third Edition (WPPSI-III; cognitive development), Preschool Language Scale, Fourth Edition (PLS-4; language development), Wide Range Assessment of Visual Motor Abilities (visual motor abilities), Childhood Autism Rating Scales II (a screening test for autistic spectrum disorders), and the Miles ABC Test (ocular dominance). Parental questionnaires included the Behavior Rating Inventory of Executive Function Preschool Version (BRIEF-P; executive function), Child Behavior Checklist (CBCL) and the Carey Temperament Scales Behavioral Style Questionnaire (socioemotional development and temperament), and the Vineland Adaptive Behavior Scales, Interview Edition, Second Edition (general adaptive behavior). Subjects’ tests results were compared to each test’s norms. Children born after PGD demonstrated scores within the normal or above-normal ranges for all developmental outcomes (mean ± SD): WPPSI-III-VIQ 107.4 ± 14.4 (p = .013), PLS-4-Total 113.2 ± 12.4, p < .001), CBCL-Total 41.1 ± 8.6 (p < .001), BRIEF-P-Global Executive Composite 44.8 ± 9.5 (p = .009). Twelve (44%) of the PGD children had a significant difference between their VIQ and PIQ scores (compared to 27% in the general population). One subject was found to show possible signs of autistic spectrum disorder, although a family history of autism was noted. In conclusion, in this pilot study, children assessed at age 4–5 years and conceived after PGD displayed developmental neuropsychological outcomes within normal limits as compared to their chronologic peers. A larger study is needed to evaluate and follow the neuropsychological development of children born after PGD.

Preschool Temperament Assessment: A Quantitative Assessment of the Validity of Behavioral Style Questionnaire Data

Research Findings: Child temperament is an important construct, but its measurement has been marked by a number of weaknesses that have diminished the frequency with which it is assessed in practice. We address this problem by presenting the results of a quantitative construct validation study. We calculated validity indices by hypothesizing the magnitude of relationships between Behavioral Style Questionnaire (BSQ) subscales and criterion measures assessing student–teacher relationships, student characteristics related to teaching stress, and peer play interactions. We tested these hypotheses against the actual correlations observed in a sample of 44 children 40 to 68 months of age. These analyses indicated strong support for 4 of the BSQ subscales (Activity, Rhythmicity, Approach, and Adaptability) and moderate support for 1 subscale (Mood). However, new item generation and testing is recommended for 3 subscales (Intensity, Persistence, and Threshold), along with further construct definition work for the final subscale (Distractibility). Practice or Policy: These findings are particularly relevant for early childhood educators who wish to assess temperament yet are uncertain of the issues involved in its measurement. Results derived from the BSQ, viewed in context, can increase practitioners’ understandings of children's individual characteristics and guide the development of interventions to promote optimal early educational experiences for children.

Temperament and Sensory Features of Children with Autism

This study sought to characterize temperament traits in a sample of children with autism spectrum disorder (ASD), ages 3-7 years old, and to determine the potential association between temperament and sensory features in ASD. Individual differences in sensory processing may form the basis for aspects of temperament and personality, and aberrations in sensory processing may inform why some temperamental traits are characteristic of specific clinical populations. Nine dimensions of temperament from the Behavioral Style Questionnaire (McDevitt and Carey in Manual for the behavioral style questionnaire, Behavioral-Developmental Initiatives, Scottsdale, AZ, 1996) were compared among groups of children with ASD (n = 54), developmentally delayed (DD; n = 33), and the original normative sample of typically developing children (McDevitt and Carey in J Child Psychol Psychiatr 19(3):245-253, 1978; n = 350) using an ANOVA to determine the extent to which groups differed in their temperament profiles. The hypothesized overlap between three sensory constructs (hyperresponsiveness, hyporesponsiveness, and seeking) and the nine dimensions of temperament was analyzed in children with ASD using regression analyses. The ASD group displayed temperament scores distinct from norms for typically developing children on most dimensions of temperament (activity, rhythmicity, adaptability, approach, distractibility, intensity, persistence, and threshold) but differed from the DD group on only two dimensions (approach and distractibility). Analyses of associations between sensory constructs and temperament dimensions found that sensory hyporesponsiveness was associated with slowness to adapt, low reactivity, and low distractibility; a combination of increased sensory features (across all three patterns) was associated with increased withdrawal and more negative mood. Although most dimensions of temperament distinguished children with ASD as a group, not all dimensions appear equally associated with sensory response patterns. Shared mechanisms underlying sensory responsiveness, temperament, and social withdrawal may be fruitful to explore in future studies.

Student–teacher relationships matter: Moderating influences between temperament and preschool social competence

AbstractEcological approaches to preschool assessment, which consider both within‐child and environmental variables, are considered best practice for school psychologists. This study employs such a model to investigate the interactive influence of child temperament and student–teacher relationship quality on peer play behaviors. Parents of 44 preschool children (25 girls, 19 boys) ranging in age from 40 to 68 months (mean [M] = 53.00) and primarily White (92.9%) provided ratings of their children's temperaments on the Behavioral Style Questionnaire. Their teachers completed the Student–Teacher Relationship Scale and the Penn Interactive Peer Play Scale. Results indicate that (a) student–teacher relationships characterized by low conflict and low dependence are associated with less disruptive peer play, and (b) the association between temperament and disruptive play is attenuated in low conflict student–teacher relationships. Implications for school psychologists include the importance of student–teacher relationships in the context of preschool assessment and intervention planning. © 2009 Wiley Periodicals, Inc.

Relation of emotional reactivity and regulation to childhood stuttering

The purpose of the present study was to examine relations between children's emotional reactivity, emotion regulation and stuttering. Participants were 65 preschool children who stutter (CWS) and 56 preschool children who do not stutter (CWNS). Parents completed the Behavior Style Questionnaire (BSQ) [McDevitt S. C., & Carey, W. B. (1978). A measure of temperament in 3–7 year old children. Journal of Child Psychology and Psychiatry and Allied Disciplines, 19, 245–253]. Three groups of BSQ items measuring emotional reactivity, emotion regulation, and attention regulation were identified by experts in children's emotions. Findings indicated that when compared to their normally fluent peers, CWS were significantly more reactive, significantly less able to regulate their emotions, and had significantly poorer attention regulation, even after controlling for gender, age, and language abilities. Findings suggest that the relatively greater emotional reactivity experienced by preschool children who stutter, together with their relative inability to flexibly control their attention and regulate the emotions they experience, may contribute to the difficulties these children have establishing reasonably fluent speech and language. Learning outcomes: The reader should be able to (1) define emotional reactivity and emotion regulation, (2) explain how emotional reactivity and emotion regulation relate to preschool stuttering, and (3) understand recent empirical evidence linking reactivity and regulation to preschool stuttering.

Myelomeningocele, Temperament Patterns, and Parental Perceptions

Description of temperament profiles of children has largely been reported in typically developing populations. Children undergo individualized assessments of achievement (developmental/academic) and receive individualized interventions. In contrast, their individual behavioral styles are not evaluated as completely, if at all. For children with developmental disabilities, description of temperament characteristics can provide better understanding of the already complex child. This study describes temperament characteristics in a group of children with myelomeningocele and shunted hydrocephalus (MM/SH). A consecutive cohort study with historical control group measuring temperament characteristics was conducted at a tertiary-level, university affiliated, interdisciplinary spina bifida program. Analysis includes group comparisons. Primary caregivers of 46 children (age range: 5-12 years) with MM/SH completed age-appropriate Carey Temperament Scales questionnaires as a component of a larger developmental study. The Carey Temperament Scales comprise a series of behavioral rating instruments that assess 9 temperament characteristics: activity, adaptability, approach-withdrawal, mood, intensity, attention/persistence, distractibility, sensory threshold, and rhythmicity/predictability. The Carey questionnaires used in this study were (1) the Behavioral Style Questionnaire for children aged 5 to 7 years and (2) the Middle Childhood Temperament Questionnaire for those aged 8 to 12 years. Both questionnaires assess the same temperament characteristics; the contexts within which items were rated were designed to better reflect developmental levels. Children were excluded when there were comorbid diagnoses of attention-deficit/hyperactivity disorder or mental retardation. One-sample normal tests (Bonferroni corrected) revealed that children within the MM/SH group differed significantly from the standardized population in 5 dimensions: (1) adaptability (less adaptable), (2) approach/withdrawal (poor first approach/greater withdrawal), (3) distractibility (more distractible), (4) attention/persistence (less attentive/persistent), and (5) predictability/rhythm (less predictable). Caregiver perceptions of having a difficult-to-manage child were significantly correlated with negative mood, more intensity of response, and less adaptability. Temperament profiles previously described in typically developing populations (eg, "easy" or "difficult child") were not prominent profiles in this group of children with MM/SH. A constellation of temperament characteristics not commonly recognized may place these children at risk for being contributors to and recipients of misunderstandings of social cues and have implications for successful learning within academic, home/community, and medical settings.

Factors Associated With Toilet Training in the 1990s

Few studies have systematically evaluated the factors influencing toilet training in children with normal development. To determine those child, parent, and environmental factors associated with toilet training completion, focusing on the influence of the child's temperament and development. Cross-sectional descriptive study of normal children, ages 15-42 months, attending 1 of 4 pediatric clinics in Milwaukee in 1995 and 1996. Demographics for child, parents, and household were surveyed. Temperament was assessed using the Toddler Temperament Scale and the Behavioral Style Questionnaire. Child development was measured using the Bayley Scales of Infant Development II. Toilet training status was by parental report and was categorized as not trained, not currently training, in training, or training complete. The study population included 496 children, comprising 219 that had not started training, 70 that were not currently training, 148 that were in training, and 59 that were completely trained. The ages at which 50% of the children were predicted to be toilet trained were 35 and 39 months for girls and boys, respectively. In the multivariate regression model, statistically significant factors best predicting toilet training completion were older age, non-Caucasian race, female gender, and single parenthood. Temperament, development, maternal employment, or use of day care were not statistically significant factors. Innate factors such as older age, non-Caucasian race, and female gender are the best predictors of completing toilet training (rather than a child's temperament and developmental stage). Day care and maternal employment appear to be unimportant variables. Parents should not be discouraged, because children are completing toilet training at older ages. Research is needed to discover why single parents are more successful at toilet training.

Tests of the Relationship Between Children's Temperament and Asthma and of the Reliability and Validity of the Brief Scale of Temperament

Two studies are reported. One examined the reliability and validity of a brief scale to measure children's temperament; the other tested the relationship of early temperament and the development of asthma. In Study 1, principal caretakers of 46 4- to 7-year-olds, usually the mothers, filled out questionnaires containing the Brief Scale of Temperament (BST) and the Behavioral Style Questionnaire. The caretakers did this twice, about 1 week apart. The first time the children's recent temperament was assessed, and the second time past (> 1 year) temperament was assessed. Internal consistency and correlational analyses revealed substantial reliability and validity for BST assessments of recent and past temperament. Study 2 incorporated the BST in a large-scale survey of 325 families, with parents providing data on their children's asthma and temperament. BST assessments of early (past) temperament were made retrospectively regarding the child's first few years. Comparisons of early temperament revealed no differences between children who developed asthma and those who did not in their overall scores on the BST or for any of the temperament characteristics it measures. In addition, correlational analyses of data for asthmatics showed that early temperament was not related to ratings of the severity of the asthma condition the children developed or the impacts of any of 12 specific asthma triggers, including any involving emotional states, such as stress or worry.

Behavioral style of young boys with fragile X syndrome

To study the behavioral style or temperament of 45 boys, aged 47 to 88 months, with full‐mutation fragile X syndrome (FXS), 102 parent ratings on the Behavioral Style Questionnaire (McDevitt and Carey 1978) were recorded. These ratings were analysed with a variety of statistical techniques. Considerable variability was evident in temperament profiles; consequently, a characteristic profile was not identified for FXS. Boys with FXS differed significantly from the reference sample on five of nine temperament dimensions. They were more active and less intense, approachable, adaptable, and persistent. No significant differences were found in distractibility, rhythmicity, mood, or sensory threshold. Only 16 of the 45 boys in the sample could be classified as easy, difficult, or slow to warm up. There was no link between severity of developmental disability and temperament ratings. This supports the theory that intelligence and temperament are separate constructs. Scores on temperament dimensions were stable over time. Our results suggest that many of the behaviors observed in boys with FXS may be related to temperament. Consequently, parent counseling and environmental modifications should be considered as first line treatment. The question of whether the behavior problems observed in boys with FXS are innate or whether they result from poorness of fit between child and environment is an important issue that needs further study.

Behavioral style of young boys with fragile X syndrome.

To study the behavioral style or temperament of 45 boys, aged 47 to 88 months, with full-mutation fragile X syndrome (FXS), 102 parent ratings on the Behavioral Style Questionnaire (McDevitt and Carey 1978) were recorded. These ratings were analysed with a variety of statistical techniques. Considerable variability was evident in temperament profiles; consequently, a characteristic profile was not identified for FXS. Boys with FXS differed significantly from the reference sample on five of nine temperament dimensions. They were more active and less intense, approachable, adaptable, and persistent. No significant differences were found in distractibility, rhythmicity, mood, or sensory threshold. Only 16 of the 45 boys in the sample could be classified as easy, difficult, or slow to warm up. There was no link between severity of developmental disability and temperament ratings. This supports the theory that intelligence and temperament are separate constructs. Scores on temperament dimensions were stable over time. Our results suggest that many of the behaviors observed in boys with FXS may be related to temperament. Consequently, parent counseling and environmental modifications should be considered as first line treatment. The question of whether the behavior problems observed in boys with FXS are innate or whether they result from poorness of fit between child and environment is an important issue that needs further study.

SEDATION FAILURES IN CHILDREN UNDERGOING MRI AND CT

S312 INTRODUCTION: Sedation of children for magnetic resonance imaging (MRI) and computerized tomography (CT) frequently fails to produce the cooperation necessary to complete the test. Indeed, previous studies reported a 5-15% incidence of failed sedation that, in many cases, resulted in rescheduling the procedure with general anesthesia [1,2]. We recently reported that children whose sedation failed were older and more likely to have received combinations of drugs compared to children with adequate sedation [1]. Furthermore, other studies suggest that certain aspects of temperament are related to the sedated child's behavior during dental treatment [3]. The purpose of this prospective study was to determine whether underlying temperament is related to sedation failures in MRI and CT. METHODS: With IRB approval and parental consent, children aged 3-7 years scheduled to undergo sedation for MRI or CT were studied. Parents completed the Behavioral Style Questionnaire for 3-7 year olds, a valid and reliable tool that produces numerical values [1 (low/positive) to 6 (high/negative)] for 9 dimensions of temperament [4]. From these scores, temperament is grouped into a diagnostic cluster: easy, slow to warm up, or difficult. Nurses caring for the child recorded medications given, level of sedation, adverse events including adequacy of sedation and sedation failures (necessitating rescheduling). Data were analyzed using unpaired t-tests, and p <0.05 was considered significant. RESULTS: To date, 52 children (4.5 +/- 1.4 yrs; 57%male, 43%female; 80% ASA I, 20% ASA II) have been studied. Forty-five (87%) received chloral hydrate (CH) as a sole sedative, 6 (12%) received CH plus a benzodiazepine, and 1 (2%) received only a benzodiazepine. There were 8 (15%) cases of failed sedation; two that were rescheduled for sedation, and 6 for general anesthesia. Table 1 presents the temperament scores of each group. Children whose sedation failed were more likely to be non-adaptable (p = 0.02) and have negative moods (p=0.04) compared to those whose sedation was successful. Additionally, 25% of children with failed sedation had "difficult" temperaments compared to only 7% of those whose sedation was successful (p = 0.04).Table 1: Temperament Scores (mean +/- SD).DISCUSSION: Our preliminary data suggests that a child's underlying temperament may be related to his/her response to sedation for MRI or CT. Specifically, children who are less adaptable to new situations, those with negative moods, and those who are generally difficult may be more likely to experience failed sedation. These results are similar to those of Lochary et al. who reported that adaptability was predictive of sedation behavior, however they also found approachability to be a factor [4]. It is hoped that these data may be of interest in determining appropriate interventions to facilitate MRI and CT.

Cultural diversity in the workplace: issues and strategies

Preface People Introduction Ethnic Minorities Women Older Workers Workers with Disabilities Foreign Workers Workplace Issues and Interventions Barriers to Cultural Diversity Communication in Organizations Words that Hurt Cross-Cultural Conflict Epilogue References Appendix A: Answers to the Sexual Harassment Quiz Appendix B: Interpretation of Behavior Style Questionnaire Index

Maternal Teaching Behaviors and Temperament in Preschool Children

This research investigated the relationship between young children's temperament and maternal teaching techniques in 20 mother-child dyads. Children's temperament was assessed by mothers' reports on the Behavioral Style Questionnaire. Teaching behaviors, as assessed with the Maternal Teaching Observation Technique, were inquiry, directive, negative verbal feedback, modeling, visual cue, physical affection, positive physical control, and negative physical control. Correlations were -.55 to -.60 for activity with mothers' use of verbal cues, children's adaptability and mothers' positive and negative verbal feedback, and children's distractability and mothers' modeling. The need for further research on parent-child interactions is noted.

Triangulation in cross-cultural research of child development in Jamaica.

Triangulation is the use of multiple concepts and methods to study a single phenomenon. Ethnographic field studies and standardized measures of development were used in a study of long-term effects of perinatal cannabis (marijuana) use in Jamaica. The study was launched in 1983 in order to evaluate the effects of cannabis (or ganja, as it is called in Jamaica) consumption during pregnancy and lactation on infants from birth to school age in rural communities. Some researchers reported symptoms such as increased startles, high-pitched cry in the newborn, shortened gestation, and low birth weight. The project was based in St. Thomas, where ganja use is widespread. The ethnographic part involved home observations and interviews of each child in selected communities. The clinical component included monitoring 60 pregnant women (30 users and 30 nonusers) and their offspring from birth through age 5. The instruments for evaluation included the Brazelton Neonatal Assessment Scale (BNAS), the Bayley Scales of Infant Development (BSID), the McCarthy Scales of Children's Abilities (MSCA, for children aged 2 years 6 months to 8 years 6 months), and the Behavioral Style Questionnaire (BSQ, for temperament in 3 to 7 year olds). The MSCA and BSQ had to be adapted to local culture, partly because of different uses of words in the rural dialect and cultural experience. The MSCA modifications included the elimination of time limits, changes in language, and culturally correct alternative responses. Five of 72 items on the BSQ were modified. Most scores fell in the middle range of about 4, similar to the North American scores, except for the lower mean in the category of Threshold of Responsiveness, because of an unanticipated cultural difference. The adjustments made did not compromise the comparability of the findings.

Clearing up at 2.5 years

In a sample of 51 mothers and their 2.5‐year‐old children, indices of attachment and behavioural style were related to interactions while clearing up toys in a laboratory setting. Correlations between ratings of the child's security of attachment to mother and mother/child interactions showed that the more secure the child, the more mothers were constructively involved in free play and approached the clear up more enthusiastically using warmer tones. A lower proportion of their statements attempted to control the child, but more of those that did were positive. Children with higher security ratings tended to ignore mothers' control statements less and show fewer babyish actions on being asked to clear up. Between‐group comparisons involving secure, insecure avoidant and insecure ambivalent classifications of attachment produced significant differences between secure and insecure ambivalent groups which reflected the above correlations. No significant differences involved the frequency of compliance.Those individual characteristics (Behavioral Style Questionnaire: McDevitt &amp; Carey, 1978) most reflecting expression of feeling (i.e. intensity of reaction, negative mood, low threshold of responsiveness) correlated significantly with low compliance and other negative behaviour.Significant sex differences occurred just before and over the first 30 seconds, but not over the first 3 minutes, of the clear up. Girls' mothers played more constructively beforehand and were more positive in their approach to clearing up, whereas boys' mothers were more negative in tone and were often ignored by their sons.

Individual Differences in Children's Response to Pain: Role of Temperament and Parental Characteristics

Sixty-five families were enlisted in a study exploring factors associated with distress behavior in 5-year-old children receiving diphtheria-tetanus-pertussis immunizations. At a home visit 1 month before the immunization, the following measures were obtained: (1) the Behavioral Style Questionnaire, a measure of temperament: (2) parental self-reports of medically related attributes (eg. "good patient"); (3) parental attitudes toward pain in children and responsiveness to their child's pain; and (4) parental prediction of distress at upcoming immunization. The child's distress behavior during the immunization was evaluated using a modification of the Procedure Rating Scale-Revised and, after the procedure, the child's assessment of his or her pain was elicited using the Oucher. Children's mean Procedure Rating Scale-Revised score was 2.57 of a possible 11. Thirty-one (48%) had low (less than or equal to 1) and 7 (11%) had high distress scores (greater than or equal to 2 SD above the mean). Factors positively correlated with distressed behavior included more "difficult child" cluster characteristics, the individual temperamental dimension of adaptability, but few parental attitudes and attributes. Parent's predictions of distress were the strongest correlates. These findings document the variation that children demonstrate in response to pain and offer some insight into associated innate and environmental factors. These results imply that treatment strategies derived from parental knowledge and tailored to individual characteristics of the child may be most effective in alleviating pain-related distress in medical settings.

The relationship of selected temperament characteristics to creative potential in preschool children

The relationship of selected temperament characteristics and ideational fluency in preschool children was explored in this study. The subjects were 58 children (31 boys and 27 girls) who ranged in age from 46‐72 months, with a mean age of 57 months. The children were given the Multidimensional Stimulus Fluency Measure to assess creative potential. The parents filled out the Behavioral Style Questionnaire, a measure of preschool children's temperament. Regression analyses revealed that distractibility and adaptability were related to original scores on the patterns subtest of the MSFM, with a multiple r of 0‐40, (p < 005). Temperament was shown to be related to original scores only on those tasks involving tactile manipulation of visible stimuli, but was related to total popular responses. Analyses revealed that distractibility, adaptability, and threshold yielded a multiple r of 0‐37, (p, < 0‐05) with total popular scores on the MSFM.