Differences In Behavior Problems Research Articles

잠재 프로파일 분석을 활용한 유아의 기질 유형화 및 유형별 행동문제와 또래 놀이행동의 차이

잠재 프로파일 분석을 활용한 유아의 기질 유형화 및 유형별 행동문제와 또래 놀이행동의 차이

Socioemotional Characteristics of Children With and Without Learning Disabilities

The purpose of the study was to characterize the relationships between behavior problems, academic achievement, and loneliness of students in the upper and lower thirds of a social skills classification. Participants were 733 students (359 boys and 374 girls) ages 9 to 14 years, 642 without learning disabilities (LDs) and 91 with LDs. Their homeroom teacher rated their social skills, and accordingly the upper and lower thirds of social skills scores were determined. Results showed differences in behavior problems between the low and high social skills groups. Boys displayed higher rates of behavior problems. Students with LDs achieved lower scores than their peers in academic achievements and higher scores in loneliness. The final model of the binary stepwise logistic regression showed that loneliness, behavior problems, and academic achievements were related to social skills, explaining 60% of the pseudo-variance (Cox & Snell R2 = .60). The findings help target individual variables that can promote school adjustment.

Opportunities and peer support for aggression and delinquency during adolescence in nine countries.

This study tested culture-general and culture-specific aspects of adolescent developmental processes by focusing on opportunities and peer support for aggressive and delinquent behavior, which could help account for cultural similarities and differences in problem behavior during adolescence. Adolescents from 12 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States) provided data at ages 12, 14, and 15. Variance in opportunities and peer support for aggression and delinquency, as well as aggressive and delinquent behavior, was greater within than between cultures. Across cultural groups, opportunities and peer support for aggression and delinquency increased from early to mid-adolescence. Consistently across diverse cultural groups, opportunities and peer support for aggression and delinquency predicted subsequent aggressive and delinquent behavior, even after controlling for prior aggressive and delinquent behavior. The findings illustrate ways that international collaborative research can contribute to developmental science by embedding the study of development within cultural contexts.

Effects of maternal use of hormonal contraception during breastfeeding: Results from a British birth cohort

ObjectiveThe impact of early hormonal contraception (HC) exposure during breastfeeding on child growth and pubertal and behavioural development was assessed using data from the Avon Longitudinal Study of Parents and Children (Avon study). Study designThe Avon study is a prospective cohort study designed to identify environmental factors affecting child health and development (n = 14,541; delivery dates: 1 April 1991−31 December 1992). This secondary analysis was restricted to breastfed singleton infants. The main independent predictor variable was HC exposure during the first 8 weeks postpartum. Growth variables were changes from baseline in weight and height at ages 2 and 4 years. Behavioural variables were assessed at age 47 months. Pubertal development was evaluated between ages 8- and 16-years using Tanner scales. Results9508 children were breastfed during the first 4 weeks postpartum; 8927 had complete data for breastfeeding and HC exposure. Multivariate analyses demonstrated no difference in growth outcome variables between breastfed infants exposed to HC and those who were not. Similarly, no differences in behavioural problems or pubertal development were observed between the two groups. ConclusionsEarly HC exposure during breastfeeding did not appear to influence negatively child growth and development. Limitations include short-term exposure to HC, the discrepancy between the timepoints when HC intake and breastfeeding were measured and the missing data, particularly regarding growth measurements Further clinical studies are required to confirm this lack of negative impact. Implications statementGuidance on the use of HC during breastfeeding remains controversial; however, the Avon study did not detect any signal to suggest that early exposure to HC via breastfeeding has a negative impact on child growth, development or behaviour.

Predicting Behavior Problems in Korean Preschoolers: Interactions of the SLC6A4 Gene and Maternal Negative Affectivity.

ObjectiveThis study aimed to investigate whether maternal negative affectivity (MNA) moderates the effect of genetic polymorphism of SLC6A4 on behavior problems in children.MethodsStudy participants comprised 143 preschoolers and their mothers from South Korea. The Childhood Behavior Checklist and Emotionality, Activity, and Sociability adult scale were used to measure child behavior and maternal affectivity. DNA from saliva was genotyped to determine serotonin transporter polymorphism.ResultsMNA appeared to exert effects in externalizing (b=5.78, p<0.001) and internalizing problems (b=6.09, p< 0.001). Interaction between SLCA4 polymorphism and MNA showed effects on externalizing (b=−7.62, p<0.01) and internalizing problems (b=−9.77, p<0.01). Children with two short alleles showed considerable differences in both externalizing and internalizing problems according to MNA; however, children with one short allele or none showed relatively few differences in behavior problems due to maternal affectivity.ConclusionThe effect of SLC6A4 polymorphism on child behavior seemed to be moderated by MNA. In addition, the impact of MNA was found to vary based on a child’s genetic risk. High MNA may trigger the risk allele while low MNA causes the risk allele to illicit less behavior problems. Children with two short variants of the SLC6A4 gene may benefit from intervention that modulates MNA.

Exploring Sensory Processing Dysfunction, Parenting Stress, and Problem Behaviors in Children With Autism Spectrum Disorder.

We examined problem behavior in preschool- and school-age children with autism spectrum disorder and assessed whether sensory processing dysfunction (SPD) and parenting stress were differentially associated with problem behaviors in these groups of children. Participants were 101 preschool- and 61 school-age children. An independent t test was used to examine group differences in problem behaviors. Pearson correlation analysis and multiple linear regression were conducted to identify associations among SPD, parenting stress, and problem behaviors. Preschool children had more social withdrawal than school-age children. Moderately negative correlations were found between SPD and problem behaviors among preschool children. Parenting stress was a factor associated with problem behaviors in both groups, whereas SPD was a factor specific to preschoolers. Understanding unique problem behaviors and the significant role of SPD and parenting stress in problem behaviors could help occupational therapy clinicians plan interventions accordingly.

Race/ethnic inequalities in early adolescent development in the United Kingdom and United States.

Comparative literature investigating race/ethnic patterning of children's health has found racial/ethnic minority status to be linked to health disadvantages. Less is known about differences during early adolescence, a period during which health outcomes are linked to later life health. Using the UK Millennium Cohort Study (n = 10,188) and the US Early Childhood Longitudinal Survey-Kindergarten Cohort (n ~ 6,950), we examine differences in socioemotional and cognitive development among 11-year-old adolescents and the contribution of family resources in explaining any observed differences, including socioeconomic, cultural traditions, and psychosocial resources. Adverse socioemotional health and cognitive development were associated with race/ethnic minority status in both countries. In the United States, we found that cultural resources and family socioeconomic capital played a large role in attenuating differences in problem behaviors between Asian American, Black, and Latino adolescents and their White peers. In the United Kingdom, the explanatory factors explaining differences in problem behaviors varied by racial/ethnic group. In both contexts, family resources cannot explain the sizable cross-country differences in verbal skills. In the United Kingdom, Indian adolescents had nearly one-third of a standard deviation increase in their verbal scores whereas in the United States, Black and Latino adolescents had scores nearly two-fifths and one-fifth of a standard deviation below the mean, respectively. We use a detailed race/ethnic classification in the investigation of racial/ethnic inequalities across the United States and United Kingdom. There are strong family resource effects, suggesting that relative family advantages and disadvantages do have meaningful associations with adolescent socioemotional and cognitive development. Although levels of resources do explain some cross-national differences, there appears to be a broader range of family background variables in the United Kingdom that influence adolescent development. Our findings point to the critical role of both the extent and nature of family social capital in affecting adolescent development.

Active Commuting to School, Physical Activity, and Behavior Problems Among Third-Grade Children.

We examined factors associated with active commuting to school and the relationships of active commuting and physical activity to child- and teacher-reported internalizing and externalizing behavior problems in a sample of third graders. The study sample consisted of 13,166 third graders enrolled in the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999. "Active" commuters were children who walked to school and "passive" commuters were those who took the bus or were driven. Linear analyses evaluated differences in behavior problems by school commute, physical activity, and sports team participation after adjusting for sociodemographic, regional, and neighborhood factors. Overall, 11% of children actively commuted. Type of commute differed by sociodemographics, region, urbanicity, school type, and neighborhood safety. Active commuters had less general physical activity participation and sports team participation. Commuting type and general physical activity were not associated with behavior problems, but sports team participation was associated with fewer child-reported internalizing and externalizing behaviors as well as fewer teacher-reported internalizing behaviors. Our findings demonstrate the ongoing need for creating and maintaining physical activity programs (such as sports teams) among school-aged children to optimize children's overall health and well-being.

Maternal sociodemographic factors differentially affect the risk of behavioral problems in Brazilian and Italian preterm toddlers

The main aim of the present study was to examine differences in behavioral problems in toddlers born very preterm in Brazil and Italy. The sample comprised 154 toddlers (18–24 months of age) born very preterm, including 76 toddlers from Brazil and 78 toddlers from Italy. The Child Behavior Checklist was used to assess behavioral problems. Specific sociodemographic factors (i.e., maternal age at childbirth and maternal education) and neonatal factors (i.e., gestational age, sex, and length of hospitalization) were tested as potential mediators of country-related differences in behavioral problems. Brazilian toddlers presented more internalizing, externalizing, and total behavioral problems compared with their Italian counterparts. The effect of country on the toddlers’ internalizing and total behavioral problems was mediated by maternal age at childbirth and education. Independent effects of country, maternal age at childbirth, and maternal education emerged for externalizing behavioral problems. No significant effect emerged for neonatal variables. These findings suggest that sociodemographic factors, in addition to country-related differences, should be considered when assessing the risk of behavioral problems in preterm toddlers.

Association rules between behavior problems and parenting style in asthmatic children

Objective To explore the association rules of behavior problems and parenting styles in asthmatic children. Methods The database was established with the data of behavior problems and parenting styles of 202 allergic asthma children.Based on the algorithm of Apriori, the relativity between these behavior problems and parenting styles was mined.314 healthy children of the same age were selected as the control group. Results (1) The differences in behavior problems between asthmatic group and control group were significant, which includes attention(7.63±3.44 vs 4.03±3.01), sociality(4.10±2.14 vs 2.86±1.67), aggression(11.74±5.10 vs 6.63±4.26) and flinch(3.03±1.58 vs 2.06±1.38) (all P 0.05). The differences in parenting styles between asthmatic group and control group were significant, including spoiledness(15.26±4.16 vs 10.88±3.29), indulgence(22.47±4.68 vs 16.59±4.12), discrepancy(13.54±3.50 vs 11.92±3.35) and democracy(35.08±5.25 vs 39.76±4.80) (all P 0.05). (2)There were multi-positive associations among these behavior problems of asthmatic children as followed.There were positive associations between the cognitive impairment (such as attention) and social impairment(including flinch, aggression and sociality), (each support>10%, confidence>0.60, lift>1.20, the value of correlation coefficient between (1, + ∞)). (3) There were multiple associations between behavior problems and parenting styles of asthmatic children as followed.There were negative associations between democracy and behavior problems(the value of correlation coefficient between [0, 1)), and there were positive associations among indulgence、spoiledness, discrepancy and these behavior problems(the value of correlation coefficient between(1, + ∞)). Conclusion There are positive associations among these behavior problems of asthmatic children, and there are multi-associations between behavior problems and parenting styles. Key words: Asthmatic children; Behavior problem; Parenting style; Association rules; Data mining

The role of Emotional Intelligence in Psychological Adjustment among Adolescents

This research aims to analyse the role of emotional ingelligence and various psychological factors in school environment. This paper compare psychosocial factors from a school in social risk area with a school in normative area, where in 211 spanish adolescents with a average age of 13 years participated. The Bar-On Emotional Intelligence Inventory: Young Version (EQi:YV) and the Behavior Assessment Sysem for Children (BASC) were used. Differences in behavior problems were found according to school environment and emotional intelligence level. Furthermore, positive correlations between psychological adjustment and all scales from EQi:YV were found. Multiple regression models obtainted emphasized the influence of general mood and parents relationship as factors to psychological adjustment and emotional intelligence.

Behavioral Problems in Taiwanese Children of Adolescent and Adult Mothers

The purpose of this study was to estimate child behavioral problems over time and determine gender differences in behavioral problems between children born to adolescent and adult mothers in Taiwan. The consistency between parent’s and teacher’s reports was also examined. Secondary analysis of a longitudinal dataset from Taiwan was conducted. A matched sample of 107 children born to adolescent mothers and 111 children born to adult mothers were recruited. Child behavioral problems were assessed by parents at Time 1 (1st and 2nd grades) and by teachers at both Time 1 and Time 2 (5th and 6th grades). Generalized estimating equations and paired t-test were used. At Time 1, compared to children of adult mothers, children of adolescent mothers had had more behavioral problems by both parental and teacher’s reports. Both parents and teachers reported that boys had more behavioral problems than girls. Moreover, according to teacher reports, children of adolescent mothers and boys had more behavioral problems and these differences persisted over time, even controlling for sociodemographic characteristics. In addition, parents reported higher scores of behavioral problems than teachers. In conclusion, child behavioral problems in Taiwan are associated with maternal age at child birth and child’s gender. Interventions may profitably focus on determining the mechanisms that lead to behavior problems in children of adolescent mothers, and/or reducing adolescent pregnancy as a way of decreasing child behavioral problems. Screening and preventive interventions for child behavior problems may need to be gender-specific.

정신장애 영유아의 언어발달수준과 문제행동의 관계:성별, 연령별, 언어지연과 정상 집단 간 문제행동의 차이

정신장애 영유아의 언어발달수준과 문제행동의 관계:성별, 연령별, 언어지연과 정상 집단 간 문제행동의 차이

ELECTRONIC RECORDS FOR DEMENTIA RESEARCH: DO BEHAVIOURAL DISTURBANCES, ANTIHYPERTENSIVES AND ANTIDEPRESSANTS INFLUENCE DECLINE TRAJECTORIES?

Background: Understanding the drivers of heterogeneous progression in dementia has huge implications for recruitment to clinical trails and care planning. One way to investigate the factors contributing to this heterogeneity is to stratify subjects by similar patterns of change and compare the characteristics of the sub-populations identified. We applied this approach to routinely collected electronic health records from the South London and Maudesly NHS Foundation Trust (SLAM). Methods: This retrospective study includes 3441 patients with at least three MMSE scores recorded and available for research through the SLAM clinical record interactive search system (CRIS). A Latent Class Growth Analysis was used to identify key trajectories of decline. Information on age, gender, ethnicity, qualification levels, cohabiting status, retirement status, Health of Nation Outcome Scales (HoNOS) and medications were obtained to describe characteristics of the identified trajectory sub-populations in a multivariable multinomial regression analysis. Results: We identified six trajectories of cognitive decline. Four of these trajectories differed in initial MMSE score, and showed increased rate of decline with lower initial MMSE. Two trajectories had very similar initial MMSE scores but differed in the rate of decline. Exploring these trajectories further, the severity of cognitive problems at baseline and prescription of Donepezil and Amlodipine was significantly higher in the slower declining trajectory. In the faster declining trajectory, severity of behavioral problems and prescription of sertraline was significantly higher. Conclusions: Most of the trajectories differed by initial MMSE and thus likely represented patients at different disease stages, however differences in behavioral problems, antihypertensive, antidepressant and dementia medication prescription may be indicators of future rate of cognitive decline. Further information is required on depression and hypertensive comorbidities to explore these findings in greater detail.

Gender differences in the relation between mothering behaviors and child-behavior problems among Hispanic preschoolers.

This is a report of an examination of gender differences in behavior problems and a prediction of their changes from 2.5 to 3.5 years from mothering qualities among 209 low-income Hispanic children. Externalizing behaviors declined over this time somewhat more for girls than for boys. Fewer externalizing behavior problems at age 3.5 were correlated with more supportive and less intrusive mothering at 2.5, but only for boys, and increases in externalizing behavior among boys were uniquely predicted by greater maternal intrusiveness. Implications for understanding parental control factors among Hispanic families are discussed.

Differences in Behavior Problems of Young Children Based on Time-Length Staying at Child-care Centers

Differences in Behavior Problems of Young Children Based on Time-Length Staying at Child-care Centers

Sex differences and gender-invariance of mother-reported childhood problem behavior.

Prevalence and severity of childhood behavioral problems differ between boys and girls, and in psychiatry, testing for gender differences is common practice. Population-based studies show that many psychopathology scales are (partially) Measurement Invariance (MI) with respect to gender, i.e. are unbiased. It is, however, unclear whether these studies generalize towards clinical samples. In a psychiatric outpatient sample, we tested whether the Child Behavior Checklist 6-18 (CBCL) is unbiased with respect to gender. We compared mean scores across gender of all syndrome scales of the CBCL in 3271 patients (63.3% boys) aged 6-18. Second, we tested for MI on both the syndrome scale and the item-level using a stepwise modeling procedure. Six of the eight CBCL syndrome scales included one or more gender-biased items (12.6% of all items), resulting in slight over- or under-estimation of the absolute gender difference in mean scores. Two scales, Somatic Complaints and Rule-breaking Behavior, contained no biased items. The CBCL is a valid instrument to measure gender differences in problem behavior in children and adolescents from a clinical sample; while various gender-biased items were identified, the resulting bias was generally clinically irrelevant, and sufficient items per subscale remained after exclusion of biased items. Copyright © 2016 John Wiley & Sons, Ltd.

Single Nucleotide Polymorphism Heritability of Behavior Problems in Childhood: Genome-Wide Complex Trait Analysis

Genetic factors contribute to individual differences in behavior problems. In children, genome-wide association studies (GWAS) have yielded the first suggestive results when aiming to identify genetic variants that explain heritability, but the proportion of genetic variance that can be attributed to common single nucleotide polymorphisms (SNPs) remains to be determined, as only a few studies have estimated SNP heritability, with diverging results. Genomic-relationship-matrix restricted maximum likelihood (GREML) as implemented in the software Genome-Wide Complex Trait Analysis (GCTA) was used to estimate SNP heritability (SNP h(2)) for multiple phenotypes within 4 broad domains of children's behavioral problems (attention-deficit/hyperactivity symptoms, internalizing, externalizing, and pervasive developmental problems) and cognitive function. We combined phenotype and genotype data from 2 independent, population-based Dutch cohorts, yielding a total number of 1,495 to 3,175 of 3-, 7-, and 9-year-old children. Significant SNP heritability estimates were found for attention-deficit/hyperactivity symptoms (SNP h(2)= 0.37-0.71), externalizing problems (SNP h(2)= 0.44), and total problems (SNP h(2)= 0.18), rated by mother or teacher. Sensitivity analyses with exclusion of extreme cases and quantile normalization of the phenotype data decreased SNP h(2) as expected under genetic inheritance, but they remained statistically significant for most phenotypes. We provide evidence of the influence of common SNPs on child behavior problems in an ethnically homogenous sample. These results support the continuation of large GWAS collaborative efforts to unravel the genetic basis of complex child behaviors.

Heritable influences on behavioural problems from early childhood to mid-adolescence: evidence for genetic stability and innovation.

Although behavioural problems (e.g., anxiety, conduct, hyperactivity, peer problems) are known to be heritable both in early childhood and in adolescence, limited work has examined prediction across these ages, and none using a genetically informative sample. We examined, first, whether parental ratings of behavioural problems (indexed by the Strengths and Difficulties questionnaire) at ages 4, 7, 9, 12, and 16 years were stable across these ages. Second, we examined the extent to which stability reflected genetic or environmental effects through multivariate quantitative genetic analysis on data from a large (n > 3000) population (UK) sample of monozygotic and dizygotic twins. Behavioural problems in early childhood (age 4 years) showed significant associations with the corresponding behavioural problem at all subsequent ages. Moreover, stable genetic influences were observed across ages, indicating that biological bases underlying behavioural problems in adolescence are underpinned by genetic influences expressed as early as age 4 years. However, genetic and environmental innovations were also observed at each age. These observations indicate that genetic factors are important for understanding stable individual differences in behavioural problems across childhood and adolescence, although novel genetic influences also facilitate change in such behaviours.

Neuropsychological and Clinical Profiles of Children and Adolescents Diagnosed with Childhood Obsessive Compulsive Disorder.

The differential features of childhood-onset obsessive compulsive disorder (OCD) compared to adult-onset OCD are being more of a focus of attention in recent years. The aim of this study was to determine the clinical and neuropsychological profiles of children and adolescents diagnosed with childhood-onset OCD and to investigate the association between the duration, severity, comorbidity, and family history of the disorder and clinical and neuropsychological functional impairments. Thirty-five OCD patients (patient group) and 35 healthy control subjects (control group) between 8-15 years of age were included. To investigate the neuropsychological profiles, the Wisconsin Card Sorting Test (WCST), Stroop Test, and Continuous Performance Test (CPT) were applied. To assess the clinical and behavioral profiles, the Children's Depression Inventory (CDI), Conner's Parent Rating Scale (CPRS-48), and the Yale Brown Obsessive Compulsive Scale (YB-OCS) and Yale Global Tic Severity Rating Scale (YGTSRS) were given. Based on the performance in the WCST, Stroop Test, and SPT, the results of the study reveal that childhood-onset OCD patients have statistically significant worse performance compared to healthy controls in terms of executive functions, sustained attention, and motor inhibition tasks. Excluding the comorbid diagnoses, childhood-onset OCD patients did not show a difference in behavioral problems, but they had higher levels of anxiety compared to healthy controls. The findings of this study reveal that independent of the duration, severity, comorbid problems, and anxiety levels, the disorder itself is associated with worse performance in executive functions, attention, and motor inhibition processes, and a positive family history of OCD is an important risk factor. Long-term follow-up studies with patients diagnosed with childhood-onset OCD would be a logical next step in order to determine the cause-effect relation between the disorder and cognitive impairments.