Callous-unemotional Behaviors Research Articles

Examining Change in Callous-Unemotional Behaviors in Young Children with Attention-Deficit/hyperactivity Disorder (ADHD) and Comorbid Disruptive Behavior Disorders: Impact of the Summer Treatment Program for Pre-Kindergarteners (STP-PreK)

ABSTRACT Background Young children with attention-deficit/hyperactivity disorder (ADHD) and comorbid disruptive behavior disorders (DBD) exhibit significant impairments across functional domains, which are compounded by co-occurring callous-unemotional (CU) behaviors. Objective This study examined the impact of the Summer Treatment Program for pre-kindergartners (STP-PreK) on reducing callous-unemotional (CU) behaviors in children with and without ADHD and DBD. Method This study utilized a multi-informant approach to examine the change in CU behaviors in response to the STP-PreK via parent and teacher report across three time points. The current sample included three groups based on diagnostic status (68.7% boys; mean age = 5.47, SD = 0.77, 81.4% Latinx): ADHD Only (n = 46), ADHD+DBD (n = 129), and typically developing (TD; n = 148). Results Linear mixed models revealed significant initial differences in CU scores, with ADHD+DBD displaying higher CU scores, followed by ADHD Only, and then TD. Per teacher report, both ADHD groups experienced substantial decrease in CU behaviors over time, with moderate effect sizes (Cohen’s d = .67-.71). At the 1-year follow-up, children in the ADHD Only group no longer significantly differed from TD peers, while the ADHD+DBD group continued to exhibit significantly higher CU scores. Conclusion The findings suggest that the STP-PreK has a positive impact on reducing CU behaviors in children with ADHD during the transition to kindergarten or first grade. Understanding and addressing CU traits in early childhood may contribute to improved treatment outcomes and long-term social-emotional development.

Callous-unemotional behaviors and conduct problems in Chinese preschoolers: the moderating roles of surgency and gender.

Conduct problems in children are related to callous-unemotional (CU) behaviors. However, results of the relationships between CU behaviors and conduct problems among preschoolers mainly focused on Western countries, no studies have examined whether CU behaviors predict conduct problem in Chinese preschoolers. The primary objective of the current study therefore was to examine the associations between CU behaviors and conduct problems as well as the moderating effects of surgency and child gender in Chinese preschool children. The present study randomly selected 2,154 children (1,043 boys, Mage = 56 months, SD = 10.47) from six kindergartens in Shanghai, People's Republic of China. Mothers rated children's surgency and teachers reported children's CU behaviors and conduct problems. Results demonstrated that CU behaviors were positively associated with conduct problems. Surgency and child gender significantly moderated these associations. Specifically, CU behaviors were positively associated with conduct problems, with a stronger effect found for high levels of surgency. CU behaviors had a positive association with conduct problems, with a stronger effect found for boys. This study indicate that temperament and gender characteristics influence conduct problems in preschoolers who exhibit high levels of CU behaviors. As well, the findings emphasize the significance of considering the meaning and implication of CU behaviors in Chinese culture.

Community Violence Exposure and Generalized Anxiety Symptoms: Do Callous-Unemotional Behaviors Moderate this Relation Among Urban Youth?

Community violence exposure (CVE; i.e., direct victimization and witnessed violence) is a major public health concern among youth who reside in low income, urban neighborhoods, who tend to experience CVE chronically and disproportionately. Frequent CVE is associated with generalized anxiety disorder (GAD) symptoms, such as persistent or excessive worry and difficulty concentrating. However, not all youth experiencing CVE exhibit such symptoms. One understudied factor that may moderate this relation is callous-unemotional (CU) behaviors (e.g., behaviors consistent with lack of guilt, low levels of empathy). CU behaviors are associated with lower levels of responsiveness to contextual processes; as such, CU behaviors may be associated with lower levels of GAD symptoms in the context of CVE. However, little research considers CU behaviors and GAD symptoms concurrently. To address this gap, the present study examined associations among witnessed and direct CVE, CU behaviors, and GAD symptoms among low-income, urban youth (N = 104, 50% male, Mage = 9.93 ± 1.22 years old, 95% African-American/Black). Multiple regression analyses indicated teacher-reported CU behaviors moderated the relations between CVE and caregiver-reported GAD symptoms. Post-hoc probing revealed that among youth with higher levels of CVE, higher levels of CU behaviors were associated with elevated GAD symptoms compared to their peers with lower levels of CU behaviors. Youth with lower levels of CU behaviors evidenced moderate levels of GAD symptoms regardless of their levels of CVE. Thus, low-income, urban youth who experience elevated levels of CVE may be at increased risk for co-occurring GAD and CU symptoms.

Reciprocal relations between dimensions of Oppositional defiant problems and callous-unemotional traits

Although irritability, headstrong/defiant behavior, and callous-unemotional traits (CU traits) often co-occur, the prospective associations between them are not well known. A general population sample of 622 children was followed up yearly from ages 3 to 12 years and assessed using dimensional measures of irritability, headstrong/defiant, and CU traits with teacher provided information. A random intercept cross-lagged panel model, accounting for all unmeasured time-invariant confounding using the children as their own controls, revealed cross-lagged reciprocal associations between increased headstrong/defiant and increased CU traits at all ages and a unidirectional association from headstrong/defiant to irritability. The findings are consistent with headstrong/defiant behavior and CU traits mutually influencing each other over time and headstrong/defiant behavior enhancing irritability. School-based intervention and prevention programs should take these findings into consideration. They also suggest that irritability acts as a distinct developmental dimension of headstrong/defiant and callous-unemotional behaviors and needs to be addressed independently.

Incorporating callous-unemotional behaviors into school-based research.

This study investigated the utility of including teacher-reported callous-unemotional (CU) behaviors in the assessment of disruptive behaviors in school-based research. Participants included 138 first- and second-grade children (68% male; 76% eligible for free or reduced-price lunch; 61% Black, 9% Latinx, 23% White, and 7% multiracial) who completed assessments during the baseline assessment of an intervention study. Results indicated that teachers could distinguish CU from traditional indicators of disruptive behavior, including attention deficit hyperactivity disorder (ADHD) behaviors and conduct problems (CP). When considered alone, there was mixed evidence for the utility of CU behaviors. Although higher levels of CU behaviors explained unique variation in teacher-reported social competence and global impairment, CU behaviors did not explain unique variation in disciplinary infractions, classroom behavior, or academic functioning after accounting for ADHD and CP behaviors. A different pattern of results was evident when CU was considered in conjunction with ADHD and CP behaviors. Latent profile analyses identified three subgroups of participants (i.e., a nondisruptive group, an ADHD group, and a comorbid group, who exhibited elevated levels of ADHD, CP, and CU). Compared to the nondisruptive group, the ADHD group exhibited higher rates of off-task classroom behavior and worse academic functioning. The comorbid group exhibited moderate-to-large differences from both groups on teacher-reported and objective outcomes. The implications of these results are discussed with respect to the potential value of incorporating CU behaviors, which are becoming prominent in clinical psychology and psychiatry, into school-based research and for school psychology practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Conduct problems among children in low-income, urban neighborhoods: A developmental psychopathology- and RDoC-informed approach

AbstractConduct problems are associated with numerous negative long-term psychosocial sequelae and are among the most frequent referrals for children's mental health services. Youth residing in low-income, urban communities are at increased risk for conduct problems, but not all youth in these environments develop conduct problems, suggesting heterogeneity in risk and resilience processes and developmental pathways. The present study used a developmental psychopathology- and Research Domain Criteria (RDoC)-informed approach for conceptualizing risk and resilience for conduct problems among children from low-income, urban neighborhoods. Participants were 104 children (M = 9.93 ± 1.22 years; 50% male; 96% African American, 4% Latinx). We assessed four constructs reflecting cognitive and neurobiological processes associated with conduct problems using multiple levels of analysis and informants: autonomic nervous system reactivity, limbic system/orbitofrontal cortical functioning, dorsolateral prefrontal cortical functioning, and conduct problems. Latent profile analysis identified four profiles: typically developing (TD, n = 34); teacher-reported conduct problems (TCP, n = 14); emotion processing (EP, n = 27); and emotion expression recognition (EER, n = 29). External validation analyses demonstrated that profiles differed on various indices of conduct problems in expected ways. The EP profile exhibited lower levels of emotional lability and callous–unemotional behaviors, and higher levels of prosocial behavior. The TD profile demonstrated elevated emotional lability. Implications for etiological and intervention models are presented.

Associations of observed callous-unemotional behaviors in early childhood with conduct problems and substance use over 14 years.

Callous-unemotional (CU) behaviors (i.e., low concern and active disregard for others) uniquely predict severe conduct problems and substance use when present by late childhood. Less is known about the predictive utility of CU behaviors displayed in early childhood, when morality is developing and interventions may be more effective. Children aged 4-7 years (N = 246; 47.6% girls) completed an observational task wherein they were encouraged to tear an experimenter's valued photograph, and blind raters coded children's displayed CU behaviors. During the next 14 years, children's conduct problems (i.e., oppositional defiant and conduct symptoms) and age of onset of substance use were assessed. Compared to children displaying fewer CU behaviors, children displaying greater CU behaviors were 7.61 times more likely to meet criteria for a conduct disorder (n = 52) into early adulthood (95% CI, 2.96-19.59; p = <.0001), and their conduct problems were significantly more severe. Greater CU behaviors were associated with earlier onset of substance use (B = -.69, SE = .32, t = -2.14, p = .036). An ecologically valid observed indicator of early CU behavior was associated with substantially heightened risk for conduct problems and earlier onset substance use into adulthood. Early CU behavior is a powerful risk marker identifiable using a simple behavioral task which could be used to target children for early intervention.

Low social affiliation predicts increases in callous-unemotional behaviors in early childhood.

Callous-unemotional (CU) behaviors predict risk for aggression and rule-breaking. Low social affiliation (i.e. reduced motivation for and enjoyment of social closeness) is hypothesized to be a phenotypic marker for CU behaviors in early childhood. However, studies need to establish observational methods to objectively assess social affiliation as well as to establish parenting practices that can buffer pathways from low social affiliation to CU behaviors. Using data from a longitudinal twin study of 628 children (age 2, 47% females; age 3, 44.9% females), we examined reciprocal associations between observed social affiliation, CU behaviors, and oppositional-defiant behaviors. We tested whether positive parenting moderated associations over time. We established that an observed measure of social affiliation derived from the Bayley's Behavior Rating Scale and Infant Behavior Record showed high inter-rater reliability and expected convergence with parent-reported temperament measures. Lower social affiliation at age 2 uniquely predicted CU behaviors, but not oppositional-defiant behaviors, at age 3. Finally, low social affiliation at age 2 predicted CU behaviors at age 3 specifically among children who experienced low, but not high, levels of parental positivity. An objective rating scale that is already widely used in pediatric settings reliably indexes low social affiliation and risk for CU behaviors. The dynamic interplay between parenting and low child social affiliation represents an important future target for novel individual- and dyadic-targeted treatments to reduce risk for CU behaviors.

Differentiating Preschool Children with Conduct Problems and Callous-Unemotional Behaviors through Emotion Regulation and Executive Functioning

ABSTRACT Callous-unemotional (CU) traits are important characteristics for identifying severe patterns of conduct problems (CP). The current study focused on (a) identifying subgroups of young children displaying a combination of CP and CU behaviors and (b) examining the extent to which executive functioning (EF) and emotion regulation (ER) are associated with CU behaviors. Participants included 249 preschoolers (N = 249, 78% boys, M age = 4.95 years; 81% Latino/Hispanic) referred to treatment because of externalizing behavior problems. CU behaviors and CP were measured via a combination of teacher/parent rating scales. A multimethod approach was used to measure EF and ER including parent/teacher rating scales, neuropsychological, and observational tasks. Poorer ER as rated by parents/teachers and observed was associated with greater levels of CU behaviors. Latent profile analyses identified three subgroups of children displaying (a) low CU/low CP, (b) moderate CU/moderate CP, and (c) high CU/high CP. Children in the high CU/high-CP group were rated as having significantly poorer rated ER compared to all other groups and poorer observed ER compared to the low-CU/low-CP group. Exploratory analyses found that children in the high-CU/high-CP group displayed marginally lower levels of rated ER but significantly better EF performance on standardized neuropsychological tasks compared to children in a low-CU/high-CP group.Children with higher levels of reported CU behaviors and CP display poorer ER yet may display relatively better EF performance compared to children with lower levels of CU behaviors and CP.

Individual differences in white matter of the uncinate fasciculus and inferior fronto-occipital fasciculus: possible early biomarkers for callous-unemotional behaviors in young children with disruptive behavior problems.

Callous-unemotional (CU) behaviors are important for identifying severe patterns of conduct problems (CP). One major fiber tract implicated in the development of CP is the uncinate fasciculus (UF), which connects amygdala and orbitofrontal cortex (OFC). The goals of the current study were to (a) explore differences in the white matter microstructure in the UF and other major fiber tracks between young typically developing (TD) children and those with a disruptive behavior disorder (DBD) and (b) explore, within the DBD group, whether individual differences in these white matter tracts relate to co-occurring CP and CU behaviors. Participants included 198 young children (69% boys, Mage = 5.66 years; 80% Latinx; 48.5% TD). CU behaviors and CP were measured via a combination of teacher/parent ratings. Non-invasive diffusion-weighted imaging (DWI) was used to measure fractional anisotropy (FA), an indirect indicator of white matter properties. Relative to TD children, children in the DBD group had reduced FA on four out of the five fiber tracks we examined (except for cingulum and right ILF), even after accounting for whole brain FA, sex, movement, parental income, and IQ. Within the DBD group, no associations were found between CP and reduced white matter integrity across any of the fiber tracks examined. However, we found that even after accounting for CP, ADHD symptomology, and a host of covariates (whole brain FA, sex, movement, parental income, and IQ), CU behaviors were independently related to reduced FA in bilateral UF and left inferior fronto-occipital fasciculus (IFOF) in the DBD group, but this was not the case for TD children. Alterations in the white matter microstructure within bilateral UF and left IFOF may be biomarkers of CU behaviors, even in very young children.

Psychometric Properties and Normative Information on the Child and Adolescent Behavior Inventory with Ratings for Spanish Children from Parents and Teachers.

Psychometric properties and initial normative information are provided for the sluggish cognitive tempo, attention-deficit/hyperactivity disorder-inattention, attention-deficit/hyperactivity disorder-hyperactivity/impulsivity, oppositional defiant disorder, callous-unemotional behavior (limited prosocial emotions specifier), anxiety, depression, social impairment, and academic impairment scales of the Spanish Child and Adolescent Behavior Inventory. Mothers, fathers, and teachers of 2,142 third to sixth grade Spanish children (49.49% girls; ages 8-13) from randomly selected schools on the Balearic Islands completed the Child and Adolescent Behavior Inventory. Scores from the scales demonstrated reliability (internal consistency and inter-rater), structural validity, and convergent/discriminant validity with attention-deficit/hyperactivity disorder and learning disorder diagnoses for boys and girls separately for each source. Normative information (T-scores) is provided for the nine scales separately for boys and girls, with test information functions supporting use of the symptom scales for screening purposes. Although more comprehensive Spanish norms are still needed, the initial normative information on the scales should be useful to inform the clinical care of individual Spanish children, with the positive psychometric properties of the scores also supporting the use of the scale for research. Copies of the Spanish Child and Adolescent Behavior Inventory and norms are available for free to clinicians and researchers.

Parental positive regard and expressed emotion\u2014prediction of developing attention deficit, oppositional and callous unemotional problems between preschool and school age

Parental expressed emotion and positive reinforcement are assumed to affect the development of oppositional and callous-unemotional behaviors in children at risk of attention deficit hyperactivity disorder (ADHD). As longitudinal research on this issue is scarce, we analyzed the respective links between preschool and school age. 138 five-year-old (m = 58.2, s = 6.2 months) children (59% boys) with elevated ADHD symptoms (according to screening) were assessed at the ages of five and eight years. At 5 years, maternal expressed emotion (using the Five Minute Speech Sample) and positive regard of child (using a standardized at-home observation procedure) were assessed. At 5 and 8 years, symptoms of ADHD, oppositional defiant disorder (ODD), and callous-unemotional (CU) behaviors were measured using a multi-informant approach. Multiple linear regression analyses revealed that positive regard specifically predicted a decrease in ODD symptoms between preschool and school age. The expression of high negative emotion specifically predicted an increase in CU behaviors. The development of ADHD symptoms was not predicted by parenting. Knowledge on these specific links can help to elaborate diagnostic and counseling processes in preschoolers with high ADHD symptoms. Underlying mechanisms and the role of neurocognitive deficits of the preschool child should be further analyzed.

Callous-Unemotional Traits and Antisocial Behavior in South Korean Children: Links with Academic Motivation, School Engagement, and Teachers\u2019 Use of Reward and Discipline

Callous-unemotional (CU) traits have been associated with atypical responses to reward and punishment cues, with evidence suggesting that such traits may shape caregiver use of reward and punishment practices over time. To date, research has predominantly focused on parental rewards and discipline, with far less attention paid to teacher behavior management strategies. The first aim of the current study was to investigate the potential moderating effect of CU traits on the relationship between teacher classroom management strategies (rewards and discipline) and two important school-related outcomes: student engagement and academic motivation. The second aim was to examine whether CU traits were related to teachers’ use of discipline and reward strategies over time. Children attending South Korean primary schools (N = 218; aged 10–12 years; 52% boys) reported on CU traits, antisocial behavior, teacher classroom management strategies, school engagement and academic motivation at two time points (the beginning and end of a single academic year). First, harsh teacher discipline predicted lower school engagement, but only for children low in CU traits. Second, cross-lagged longitudinal models showed that CU traits predicted decreased use of teacher rewards, over and above associations with antisocial behavior. CU traits were not related to harsh discipline cross-sectionally or longitudinally in models that accounted for antisocial behavior. Findings show that CU traits are related to reduced sensitivity to teacher discipline, suggesting that teachers may need additional support to implement both discipline and reward-based strategies with children high in these traits.

INCA-M: Mexican Adaptation of the Inventory of Callous-Unemotional Traits and Antisocial Behavior.

Callous-unemotional traits are considered to be precursors of psychopathy, and are related to behaviors such as aggression, delinquency, antisocial behavior, and bullying in adolescents. For this reason, it is important to study these traits in childhood and adolescence with appropriate and reliable instruments. The aim of the current study is to develop a Mexican adaptation of the Inventory of Callous-Unemotional Traits and Antisocial Behavior (INCA) because few questionnaires in Spanish assess these traits, and even fewer have been validated for the Mexican population. The INCA questionnaire, developed in Spain, assesses the same three factors as the ICU questionnaire (unemotional, callousness, and uncaring), and it includes an additional factor of antisocial behavior with items on challenging authority and breaking social rules. It controls two response biases: social desirability and acquiescence. We administered the Mexican adaptation, named INCA-M, to 699 adolescents aged between 12 and 18 years old. Factor analysis yielded three dimensions, because most of the items referring to uncaring and antisocial behavior loaded on a common factor, which can be explained by cultural differences. We decided to remove these items of antisocial behavior so as to maintain the same three factors assessed by the ICU questionnaire. The results suggest that the INCA-M has good psychometric properties, with high factor simplicity and good reliability. Moreover, we found the expected correlations with impulsivity and the Big Five subscales, and also with the equivalent subscales assessed by the ICU questionnaire.

Callous-Unemotional Traits and Executive Functions are Unique Correlates of Disruptive Behavior in Children

ABSTRACT This study examined the influence of executive functions on the association between callous-unemotional traits and severity and type of childhood disruptive behavior. Eighty one children aged 8–12 years and their parents participated in the study. We assessed children’s callous-unemotional traits, executive functions, and two indices of disruptive behavior. Callous-unemotional traits and parent ratings of executive dysfunction were uniquely correlated with elevated conduct problems and oppositional and defiant behavior. Neither performance-based measures, nor parent ratings of executive function, moderated the association between callous-unemotional traits and disruptive behavior. Study findings suggest that executive functions and callous-unemotional traits may impact children’s behavior independently.

Attachment quality assessed from children’s family drawings links to child conduct problems and callous-unemotional behaviors

ABSTRACT Objective: Recently, there has been considerable research on the origins of childhood conduct problems (CP) and callous-unemotional (CU) behaviors. This study examined associations between children’s attachment representations and CP and CU behaviors during middle childhood. Method: At 1st grade, 1,292 children (57% European American, 42.5% African American, 0.5% other race; 50.9% girls) completed a drawing of their family, which was coded by trained raters to assess attachment representations. Primary caregivers reported on children’s CP and CU behaviors. Results: Children with disorganized representations showed more CP and CU behaviors than children with secure and resistant representations. They were also more likely than those with secure representations to show elevated CP without CU behaviors, CU behaviors only, and co-occurring CP and CU behaviors. Conclusion: These findings provide support for attachment disorganization as a correlate of CP and CU behaviors and suggest that attachment representations are likely important proximal influences on children’s behavior.

Fearlessness and low social affiliation as unique developmental precursors of callous-unemotional behaviors in preschoolers.

Early callous-unemotional (CU) behaviors identify children at risk for severe and persistent aggression and antisocial behavior. Recent work suggests that fearlessness and low social affiliation are implicated in the etiology of CU behaviors, although more research is needed to clarify these etiological pathways, as well as the role of parenting. Using a sample of preschoolers (N = 620), we examined pathways between observed fear in response to social and non-social stimuli and observed social affiliation during social interactions at age 3 and increases child CU behaviors and oppositional-defiant behaviors from ages 3 to 5. To elucidate the role of parenting in exacerbating or buffering the relationships between low fear and social affiliation and CU behaviors, we tested whether parental harshness or low warmth moderated these pathways. Fearlessness and low social affiliation uniquely predicted increases in CU behaviors, but not oppositional-defiant behaviors, from ages 3 to 5. Moreover, there was evidence for differential moderation of the fear pathway by harsh parenting, such that harsh parenting predicted increases in CU behaviors in fearless children but increases in oppositional-defiant behaviors in fearful children. Fearlessness and low social affiliation contribute to the development of CU behaviors. Harsh parenting can exacerbate the risky fearlessness pathway. Preventative interventions aimed at reducing risk for CU behaviors and persistent aggression and antisocial behavior should target socioaffiliative processes and provide parents with strategies and training to manage and scaffold rule-compliant behavior when children show low fearful arousal.

Genetic Correlation between Child Callous-Unemotional Behaviors and Fear Recognition Deficit: Evidence for a Neurocognitive Endophenotype.

This study investigates emotion recognition deficits as candidate neurocognitive endophenotypes for callous-unemotional (CU) behaviors. Using a twin design, we tested genetic correlations between child CU behaviors and poor processing of fearful and sad facial expressions. Participants were 504 twin pairs (209 MZ pairs; 295 DZ pairs) from the Quebec Newborn Twin Study, a longitudinal study of a population-based sample of twins. Teachers in kindergarten and first grade rated children's CU behaviors and other behavior problems (attention deficit and hyperactivity symptoms, physical aggression, and depressive symptoms). In first grade (mean age 7years), the children completed the visual subtest of the Diagnostic Analysis of Nonverbal Accuracy Scale 2 (DANVA-II) to assess emotion recognition from facial stimuli. Using structural equation modeling, we examined the genetic-environmental etiology of the association between fear/sadness recognition and child CU behaviors, controlling for other behavior problems and recognition of other emotions. We found a significant genetic correlation between poor fear recognition and CU behaviors that was independent of other behavior problems. Poor recognition of sadness was not significantly associated with CU behaviors after taking into account other behavior problems. Our results suggest that CU behaviors and fear recognition have a partly shared genetic aetiology. This provides support for poor fear recognition as a key neurocognitive endophenotype for CU behaviors. Future research should test a hypothesized causal chain from specific genes, through amygdala functioning and fear recognition, to CU behaviors, and identify specific environmental factors (including intervention) that may disrupt this chain.

Longitudinal Links Between Callous-Unemotional Behaviors and Parenting in Early Childhood: A Genetically Informed Design

Most research on callous-unemotional behaviors (CU) and parenting does not focus on directions of effect, and work that does so has not been genetically informed. The present study is the first to examine potential reciprocal effects between parenting and CU in a community sample of early childhood. Use of a twin sample also allows us to distinguish child-based genetic effects from environmentally driven effects, which is necessary before translating this research to interventions. The present study used biometric cross-lagged models to investigate the relation between CU and parenting in twins at 2 and 3 years of age (monozygotic= 145, dizygotic= 169 twin pairs). CU was assessed using the parent-reported Child Behavior Checklist 1.5-5. Scores were residualized to control for conduct problems assessed on the Revised Rutter Parent Scale for Preschool Children. Parents' reports of negative and positive parenting were obtained using parent ratings of discipline and parent feelings from the Parent Feelings Questionnaire. CU and negative parenting were significantly correlated at both ages. Cross-lagged analyses revealed a unidirectional effect with CU at age 2 years predicting negative parenting at age 3 years. These child-driven effects were primarily genetically mediated, although there were modest nonshared environmental contributions. CU and positive parenting were not consistently correlated, and further biometric analyses were not performed. Children's genetically influenced CU behaviors can have an impact on the parenting that they experience. Child-driven CU effects, although less examined in the literature, are important and should receive more attention in future work.

Callous-Unemotional Behaviors and Harsh Parenting: Reciprocal Associations across Early Childhood and Moderation by Inherited Risk.

Callous-unemotional (CU) behaviors increase children's risk for subsequent antisocial behavior. This risk process may begin in early childhood with reciprocal pathways between CU behaviors and harsh parenting. In a sample of 561 linked triads of biological mothers, adoptive parents, and adopted children, the present study examined bidirectional links between CU behaviors and harsh parenting across three time points from 18 to 54months and investigated moderation by inherited risk for psychopathic traits. Child CU behaviors and harsh parenting were measured using adoptive mother and adoptive father reports, and biological mothers provided reports of their personality characteristics. Findings supported reciprocal associations between harsh parenting and CU behaviors during early childhood, especially during the transition from toddlerhood (27months) to the preschool period (54months). Moreover, multiple-group analyses showed that level of inherited risk moderated associations between CU behaviors and harsh parenting. Specifically, there were statistically reliable associations between CU behaviors at 27months and adoptive mothers' harsh parenting at 54months, and between adoptive fathers' harsh parenting at 27months and CU behaviors at 54months among children at higher inherited risk, but not among those at lower inherited risk. The findings illustrate the dynamic interplay between parenting, CU behaviors, and heritable risk.