Increases In Problem Behaviors Research Articles

Sibling and pet relationships: links with adversity and adjustment in pre-adolescence

Although children view pets (i.e. companion animals) as family members, child-pet relationships are rarely studied alongside other family relationships. In a socially diverse sample of 77 British families with pre-adolescent children (M age = 12.14 years, SD = 0.29 years), we examine how the quality of children’s relationships with their pets and siblings vary in the context of adversity, and controlling for parent-child relationship quality, predict their behavioral adjustment. Children reported on the quality of their relationships and mothers rated child adjustment. Mother, child, and researcher ratings were combined to construct a multi-informant index of adversity. Child-pet positivity differed by adversity level for girls (but not boys) and, in low adversity contexts, was associated with greater concurrent prosocial behavior. Sibling positivity was unrelated to adversity, but had a buffering effect, in that adversity only predicted increases in problem behaviors over 12 months for those with low sibling positivity.

Protective and risk factors associated with problem behaviors among disadvantaged children and adolescents in rural China during the COVID-19 pandemic

The global pandemic of COVID-19 has posed critical challenges for child and adolescent health. Prior research, however, has mostly focused on mental health, adult samples, and cross-sectional designs. Using latent change score modeling, this study addressed this gap by examining problem behaviors (operationalized as non-suicidal self-injury behaviors, smartphone addiction, and excessive screen time) under pandemic conditions, by comparing their behaviors before (December 2019) versus during the pandemic (June 2020), among 1,149 disadvantaged children and adolescents from rural China ( Mage = 11.86, SD =1.6, age range = 9 to 16 years; 62% males). Findings observed increases in problem behaviors during the pandemic in comparison to children and adolescents’ pre-pandemic behaviors. Risk and protective factors were associated with changes in these problem behaviors. Specifically, prior adverse experiences were linked to more non-suicidal self-injury behaviors and greater smartphone addiction before the pandemic; children with more exposure to childhood adversities experienced more excessive hours of screen time before the pandemic but fewer increases in screen time amid the pandemic. More pandemic-related stress experiences were associated with behavioral health risk (i.e., more increases in non-suicidal self-injury behaviors and smartphone addiction). For protective factors, family support was associated with fewer increases in non-suicidal self-injury behaviors during the pandemic. Older (relative to younger) children had fewer increases in non-suicidal self-injury behaviors but more increases in excessive screen time amid the pandemic. This study extends the literature by illuminating behavioral changes under pandemic conditions, and contributes uniquely to developmental research more broadly by highlighting risk and protective factors associated with changes in problem behaviors.

Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience

Pre-kindergarten (pre-k) is thought to have both direct and indirect effects on children's outcomes in early elementary school. Direct pre-k effectsconsistently include moderate to large gains in academic skills and sometimes include increases in problem behaviors that affect acquisition of skills in school. Indirect pre-k effects assume that having more pre-k attenders in classrooms motivates teachers to provide more challenging instruction and provide children with more academically skilled, but perhaps behaviorally challenged peers with whom they interact. To date, these indirect effects have not been carefully examined. This study used a district-wide cohort study of a pre-k program (n = 2572 children, 482 kindergarten classrooms) to examine whether the proportion of children in kindergarten classrooms with pre-k experience related to gains in children's academic, executive function, and social skills during kindergarten. Results indicated that schools with more pre-k attenders served more children from low-income families and children of color. The quality of instruction in classrooms with more pre-k attenders was rated as slightly higher in terms of instructional support and focus on abstract learning when school composition was not considered. Teachers reported less focus on teachers-parent coordination of home learning in classrooms with more pre-k attenders. Children with more classmates who attended pre-k, regardless of their own pre-k attendance histories, showed slightly larger gains in vocabulary and inhibitory control skills but also showed smaller increases in ability to manage frustration. When taken together, findings may indicate that peers influence young children's verbal and social skills, but do not support speculation that increasing pre-k exposure would improve reading or math skills overall or lead to more externalizing behavior problems.

Quantifying increases in problem behavior following downshifts in reinforcement: A retrospective analysis and replication.

The recurrence of a previously eliminated or reduced behavior following a downshift in alternative reinforcement is referred to as resurgence. Resurgence as Choice (RaC) is a quantitative model of behavioral persistence that posits that resurgence is governed by the same behavioral principles that underlie choice behavior. Consistent with the predictions of RaC, extant basic research with animals indicates that resurgence increases as an exponential function of the size of the downshift in alternative reinforcement. Recently, Shahan and Greer (2021) extended this finding to resurgence of problem behavior during schedule thinning following functional communication training (FCT). They found that when resurgence occurred, it increased exponentially as a function of relative decrements in reinforcer availability during schedule thinning with compound schedules of reinforcement. The purpose of the current study was to directly replicate the analytic procedures described in Shahan and Greer to examine resurgence of problem behavior during schedule thinning following FCT using two novel clinical datasets. Our results closely replicate the findings from Shahan and Greer, providing additional support for the generality of resurgence during downshifts in alternative reinforcement in clinical contexts. These results also highlight the potential applicability of RaC for modeling resurgence of problem behavior during FCT schedule thinning.

Contingent Skin-Shock Treatment and the Reversal of Effects on Severe Problem Behavior

We completed a retrospective analysis of the addition and removal of a contingent skin-shock (i.e., positive punishment) procedure as part of the comprehensive behavioral treatment of severe problem behaviors. Participants demonstrated clinically significant decreases in the frequency of severe aggressive and health dangerous (e.g., self-injurious) behaviors when contingent skin-shock was in place. Immediate and substantial increases in problem behavior and emergency restraint were observed upon discontinuation of the procedure. The findings provide support for the supplemental use of contingent skin-shock as the least intrusive, most effective, and efficient treatment available for the severe problem behaviors of some individuals.

Providing noncontingent, alternative, functional reinforcers during delays following functional communication training.

Functional Communication Training (FCT) involves arranging extinction for problem behavior and reinforcement for a more desirable, functionally equivalent, communicative response (FCR). Although effective under ideal arrangements, the introduction of delays to reinforcement following the FCR can result in increased problem behavior. Austin and Tiger (2015) showed that for individuals whose problem behavior was sensitive to multiple sources of reinforcement, providing access to alternative, functional reinforcers during delays mitigated this increase in problem behavior during delay fading. The current study replicated the procedures of Austin and Tiger with 2 individuals displaying multiply controlled problem behavior. Providing alternative functional reinforcers reduced problem behavior during 10-min delays for both participants without requiring delay fading.

Effects of Household Income Change on Children's Problem Behavior: Findings From a Longitudinal Study

PurposeThis study aimed to examine the effect of changes in equivalized disposable household income (EHDI) on children's problem behavior. MethodsData were collected from the Korean Welfare Panel Study (2006, 2009, 2012). A total of 1,005 school-aged children were included in the analysis. Children's problem behavior was measured using the Korean version of the Child Behavior Checklist. Using the generalized linear mixed model for repeated measures, we investigated the effect of actual household income changes on children's problem behavior, based on the family's EHDI. ResultsChildren who experienced high EHDI decrement exhibited a significant increase in problem behavior compared with those who did not experience sizable EHDI change (high decrement: β = .21, standard error = .09, p = .016). Furthermore, problem behavior was higher in girls who experienced a decrement in EHDI compared with boys. ConclusionsThese findings suggest that changes in family's economic status might negatively affect the probability of children's problem behavior when there is a large decrease in EHDI.

Patterns of Social-Emotional Needs and Trajectories of Aggression and Substance Use Among Middle School Boys

Co-occurring social-emotional problems are associated with increased risk of aggression and substance use. However, few studies examine their configurational patterns. This study identifies patterns of co-occurring social skills, anxiety, learning, and conduct problems among 2,632 urban boys at entry into sixth grade, and their related aggression and substance use trajectories through eighth grade. Latent class analysis revealed four patterns at school entry: “low-all,” “poor social skills,” “positive social skills,” and “high all.” Findings point to important variation in risk. Problem behaviors increased the least through middle school for the “low-all” pattern. The “positive social skills” pattern had an average increase, while the “poor social skills” pattern had higher levels of problem behaviors in sixth and seventh grade. The “high all” showed the fastest increase in problem behaviors and the highest levels in eighth grade. Discussion focuses on implications for a multi-tiered school-based system of supports for behavioral risk management.

Prekindergarten and Kindergarten Center-based Child Care and Students’ Early Schooling Outcomes

Background/Context In the United States, there has been an increased trend in parents’ utilization of center-based child care. Yet, though research has examined the effects of attending prekindergarten center-based care or the effects of attending center-based care during the kindergarten school year, little is known about the effects of having attended both. Purpose/Objective This study asks three questions: (a) Do children who attend both prekin-dergarten and kindergarten center-based care have different achievement outcomes, measured at the end of kindergarten? (b) Do children who attend both prekindergarten and kindergarten center-based care have different socioemotional outcomes, measured at the end of kindergarten? (c) Do these relationships differ by individual socio-demographic characteristics? Population/Participants This study utilizes data from the newly released Early Childhood Longitudinal Study – Kindergarten Class of 2011 (ECLS-K:2011). The ECLS-K:2011 represents the most contemporary national-level data available to study the educational experiences of young students in the United States. Information was first collected from kindergartners (as well as parents, teachers, and school administrators) from U.S. kindergarten programs in the year 2010–2011. Research Design This study combines secondary data analyses and quasi-experimental methods. There are two achievement outcomes: reading and math. There are five socioemotional outcomes: externalizing behaviors, internalizing behaviors, self-control, approaches to learning, and interpersonal skills. The study begins with a baseline, linear regression model. To address issues pertaining to omitted variable bias, the study employs various fixed-effects models. Findings The findings for the first research question indicated that academic outcomes do not differ for children in both years of center-based care compared to children who attended only one year of center-based care or none at all. As for the second research question, the findings show that multiple years of center-based care is related to increases in problem behaviors and decreases in prosocial behaviors—outcomes that are worsened by the number of years of center-based care attendance. The findings for the third research question suggest some minor differences between boys and girls in zero, one, or two years of center-based care. Conclusions/Recommendations This study has brought to surface new ways that center-based care attendance might influence children's short-term outcomes. Therefore, researchers, policymakers, and practitioners must base future questions on empirical work concerning how to address children's outcomes across multiple years of care, rather than simply focus exclusively on one year's influence.

Aggressive Behaviour of Pupils against Teachers - Theoretical Reflection and School Practice

The increase in socio-pathological phenomena in adults in Slovakia during the transformation period manifested itself also in the increase in problem behaviour in children and youth thus creating a social need for increased effectiveness of prevention and its professionalisation in schools. In the current school practice, pupils’ aggressive behaviour, even against teachers, is not sporadic. Despite the severity of this problem it is paid little attention.

Commentary on Callaghan et al. (2013): Minimum legal drinking age laws protect high school students from both crashes and alcohol abuse

The US National Highway Traffic Safety Administration (NHTSA) has just announced that in 2010, 552 lives were saved by the minimum legal drinking age (MLDA) laws in force in all 50 states. The total savings reported by NHTSA dating back to 1975 is 28 315 lives [1]. Despite this major benefit, the MLDA has been under attack based principally on policy considerations [2]. Responding to this attack has been difficult because the strongest evidence for their effectiveness dates back to the 1980s, when states were enacting MLDA laws. During that time panel studies employing time–series analysis could pair states with and without MLDA laws. The results of those studies was overwhelmingly positive [3], perhaps the strongest evidence for any traffic safety policy. However, similar research has not been possible, as all 50 states enacted MLDA laws in 1988. Recently, a new methodology, regression discontinuity analysis for testing the effectiveness of the MLDA, has been applied both in the United States [4] and in Canada [5] that has shown new and important evidence for the effectiveness of the MLDA laws based on the increase in problem behavior which occurs when youths reach the minimum legal drinking age limit and are no longer subject to its restrictions. Of particular interest is the Callaghan, Sanches & Gatley [5] study of the effect of Canada's MLDA law. It is significant because of its focus on health benefits beyond traffic safety and because the Canadian provinces’ MLDAs are set at either age 18 or 19 years, the probable level in the United States should the current federal law supporting the age 21 limit be repealed. The authors have taken advantage of the broad coverage of Canada's national health system that provides access to impaired inpatient hospital care independent of income and varying insurance policies, which the authors note ‘provides near census estimates’ of all the problems they targeted. Besides a significant increase in traffic injuries, they found significant increases in suicides, alcohol poisonings and alcohol use disorders and, for men, injuries from varying sources such as falls, as young adults in Canada moved out from under the limitations of the MLDA law at age 18 or 19 years. This suggests that if the US MLDA laws were lowered to the 18–19-year age range, it would lose its protective value for 19- and 20-year-olds, but it would still provide significant protection to those who are younger. However, a critical factor not tested in the Callahan et al. study is the trickle-down effect of empowering 18-year-olds to purchase alcohol on the availability of alcohol to the 15–17-year-old high school age group. Currently in the United States, no high school student can purchase alcohol, but if the MLDA is lowered to age 18 high school seniors will have access to alcohol. The study in New Zealand by Kypri et al. [6] found that the effect of reducing the MLDA from 19 to 17 was principally evident in the increase in hospitalizations of 14- and 15-year-olds. Research on the potential trickle-down impact of a reduction of the MLDA to age 18 is particularly needed in view of the extensive evidence of the significance of early onset of drinking to adult impaired driving [7,8] and alcohol abuse problems [7–9]. The effectiveness of the MLDA, given the relatively low level of enforcement [10], has been impressive, and although enforcement of underage sales laws can be effective, it is expensive, as repeated enforcement crack-downs are required [11]. Thus, it is unlikely that further benefits will be achieved through police action. The greatest opportunity for strengthening MLDA laws and particularly early onset of drinking appears to lie in motivating parents to increase their engagement with their teenagers drinking. Currently, 99% of American drivers aged 16–20 and 97% of all adults view impaired driving as a significant threat to their safety [12]; consequently, additional education on that point might have little power to produce further progress. Less well understood are the risks of alcohol poisoning and alcohol use disorders related to early use of alcohol [7–9]. The Callaghan study (and the similar regression discontinuity study by Carpenter & Dobkin [4]) might be helpful in programs designed to encourage parents to be involved in the underage drinking problem, as they call attention to the impact of MLDA laws on non-highway issues. An interesting challenge for MLDA laws in the United States is the growing concern over drugged driving [13]. Those states that are enacting per se illegal laws for drugs generally specify that, as with alcohol, the legal level for drugged driving should be zero for those aged younger than 21 [14]. Policymakers need to consider the potential impact of reducing the minimum drinking age from 21 to 18 on the viability of the zero-tolerance law for alcohol and the implications for drugged-driving laws for drivers younger than age 21. Findings such as those of Callaghan et al. suggest that not maintaining zero limits for drug involvement will have serious effects on injury outside the driving area.

Problem Behavior and Developmental Tasks in Adolescents with Visual Impairment and Sighted Peers

longitudinal study analyzed associations of problem behavior with the attainment of developmental tasks in 133 adolescents with visual impairment and 449 sighted peers. Higher levels of initial problem behavior predicted less progress in the attainment of developmental tasks at the one-year follow-up only in sighted adolescents. This association was significantly more negative in sighted adolescents than in adolescents with visual impairment. In addition, we found that a higher initial attainment of developmental tasks was associated with lower levels of problem behavior at follow-up only in the sighted group. Only adolescents with visual impairment who experienced a setback (losing a romantic partner) showed an increase in problem behavior. Therefore, this group needs more support when facing setbacks.

Adverse Life Events and Emotional and Behavioural Problems in Adolescence: The Role of Coping and Emotion Regulation

We tested whether emotion regulation (cognitive reappraisal and expressive suppression) and coping (distraction, avoidance, support seeking and active coping) mediate or moderate the association between change in life stress (change in number of adverse life events) and change in adolescent problem behaviour. We used prospective and retrospective longitudinal data from a community sample. We measured change in problem behaviour as emotional and behavioural problems at Time 2 controlling for emotional and behavioural problems at Time 1, a year earlier. We measured change in life stress as life stress between Times 1 and 2, controlling for total previous life stress (before Time 1). Neither coping nor emotion regulation mediated the association between change in life stress and change in problem behaviour. Avoidance and expressive suppression were related to an increase in problem behaviour. Only cognitive reappraisal moderated the effect of increase in life stress on worsening of problem behaviour, suggesting that, as expected, cognitive reappraisal was a protective factor. In adolescents who reported they habitually reappraise, the association between change in life stress and change in emotional and behavioural problems was non-significant.

Mapping Developmental Precursors of Cyber-Aggression: Trajectories of Risk Predict Perpetration and Victimization

Technologically mediated contexts are social arenas in which adolescents can be both perpetrators and victims of aggression. Yet, there remains little understanding of the developmental etiology of cyber aggression, itself, as experienced by either perpetrators or victims. The current study examines 3-year latent within-person trajectories of known correlates of cyber-aggression: problem behavior, (low) self-esteem, and depressed mood, in a large and diverse sample of youth (N = 1,364; 54.6% female; 12-14 years old at T1). Findings demonstrate that developmental increases in problem behavior across grades 8-10 predict both cyber-perpetration and victimization in grade 11. Developmental decreases in self-esteem also predicted both grade 11 perpetration and victimization. Finally, early depressed mood predicted both perpetration and victimization later on, regardless of developmental change in depressed mood in the interim. Our results reveal a clear link between risky developmental trajectories across the early high school years and later cyber-aggression and imply that mitigating trajectories of risk early on may lead to decreases in cyber-aggression at a later date.

Reducing Psychotropic Medications in an Intensive Residential Treatment Center

Medication rates in behaviorally disordered children and youth have greatly increased to current high levels and are very controversial. This study examined changes in psychotropic medication use, levels of behavioral disturbance, and use of personal restraint and seclusion in a population of youth with serious behavioral disorders receiving medically directed cognitive-behavioral treatment in an intensive residential setting. The hypothesis was that there would be significant reductions in medication rates, without the unintended consequences of increased rates of problem behavior or offsetting increases in the use of seclusion or personal restraint. Results showed significant reductions in both the number of youth on medication and the average number of psychotropic medications during the residential stay. There were also significant reductions in behavioral disturbance, seclusions, and personal restraints. These results demonstrate that psychotropic medication can be significantly reduced without increases in problem behavior or the use of seclusions or personal restraints. We conclude that it is possible to significantly reduce psychotropic medication rates to far more conservative levels within the context of a clinically directed cognitive-behavioral treatment milieu.

Family Relationships and Parental Monitoring During Middle School as Predictors of Early Adolescent Problem Behavior

The middle school years are a period of increased risk for youths’ engagement in antisocial behaviors, substance use, and affiliation with deviant peers (Dishion & Patterson, 2006). This study examined the specific role of parental monitoring and of family relationships (mother, father, and sibling) that are all critical to the deterrence of problem behavior in early adolescence. The study sample comprised 179 ethnically diverse 6th-grade (46% female) students who were followed through 8th grade. Results indicated that parental monitoring and father–youth connectedness were associated with reductions in problem behavior over time, and conflict with siblings was linked with increases in problem behaviors. No associations were found for mother–youth connectedness. These findings did not differ for boys and for girls, or for families with resident or nonresident fathers.

Friend influence over adolescent problem behaviors as a function of relative peer acceptance: To be liked is to be emulated.

Friend influence over alcohol intoxication and delinquent behavior was examined as a function of relative peer acceptance in a 3-year study of Swedish youth (N = 184 girls, 145 boys). Participants were in the first year of secondary school (7th grade, M = 11.7 years old) or the first year of high school (10th grade, M = 15.3 years old) at the outset. Friends resembled one another before the friendship; resemblances were even greater after the friendship began. Resemblances continued to grow among those who remained friends one year later, but declined among those whose friendships dissolved. Partners were not equally responsible for increases in similarity. In stable friendships, the more accepted partner exerted greater influence over the less accepted partner, such that the greatest increases in problem behaviors were found among less accepted youth whose friends had higher initial levels of delinquency and alcohol intoxication. Unstable friends resembled random pairs of youth in that more- and less-accepted partners were comparably uninfluential.

Predicting Change in Early Adolescent Problem Behavior in the Middle School Years: A Mesosystemic Perspective on Parenting and Peer Experiences

The transition into middle school may be a risky period in early adolescence. In particular, friendships, peer status, and parental monitoring during this developmental period can influence the development of problem behavior. This study examined interrelationships among peer and parenting factors that predict changes in problem behavior over the middle school years. A longitudinal sample (580 boys, 698 girls) was assessed in Grades 6 and 8. Peer acceptance, peer rejection, and their interaction predicted increases in problem behavior. Having high-achieving friends predicted less problem behavior. Parental monitoring predicted less problem behavior in general, but also acted as a buffer for students who were most vulnerable to developing problem behavior on the basis of being well liked by some peers, and also disliked by several others. These findings highlight the importance of studying the family-peer mesosystem when considering risk and resilience in early adolescence, and when considering implications for intervention.

Examining Externalizing Behavior Trajectories of Youth in Group Homes: Is there Evidence for Peer Contagion?

Although concerns about peer contagion are often cited in critiques of group treatments for troubled youths, few studies have examined the effects of exposure to deviant peers in residential group care settings. This study used administrative data of youth served at Boys Town, a nationally-known group care provider. Using latent class growth analysis, this study identified the externalizing behavior trajectories of youth in group care as well as the behavior trajectory of the peers with whom they lived, assessed the relationship between youth trajectory classes and individual and peer group characteristics as well as the relationship between an individual youth's behavior pattern and the behavior pattern of proximal peers. Several results suggested the presence of peer contagion in group care: a trajectory class of gradually increasing externalizing behavior problems, the strength of deviant peer density in predicting an individual youth's externalizing behavior trajectories and significant associations between behavior patterns of youth and proximal peers. While there is some evidence that suggests an increase in problem behavior during care, results from this study indicated that over 90% of the youth did not have an increase in problem behaviors and that positive peer influences may also be protective and inhibit problem behaviors.

Correlates of HIV-Related Risk Behaviors in African American Adolescents from Substance-Using Families: Patterns of Adolescent-Level Factors Associated with Sexual Experience and Substance Use

Purpose To examine adolescent-level correlates of HIV-related risk behaviors among urban African American adolescents whose mothers use crack cocaine. Methods Interviews were conducted with 208 African American adolescents (aged 12–17 years) to assess psychosocial, behavioral, and perceived environment correlates of HIV-related risk behavior. Adolescents were children of community-recruited African American women not currently in drug treatment who reported crack cocaine use (in last 6 months). Bivariate and multivariate regression models were used to evaluate associations among adolescent-level factors, sexual experience, and substance use. Results Of the adolescents, 30% reported being sexually experienced, and 23% reported alcohol or drug use in the past month. Older age and lower school satisfaction were associated with both sexual experience and substance use, but no other factors were associated with both risk behaviors. Male gender, current substance use, high HIV/AIDS knowledge, and high risk perception were associated with being sexual experienced. Sexual experience and lower expectations for future life outcomes were associated with substance use. A general pattern of protective factors related to attitudes about future goals, help-seeking behavior, and positive feelings about school emerged for substance use. Conclusions These results suggest that the patterns of adolescent-level risk and protective factors for sexual experience and substance use may be unique in African American adolescents from substance-abusing families. Instead of an increase in problem behaviors associated with using substances, protective factors were evident, suggesting these adolescents may have resiliency for dealing with environmental stressors related to substance use. Implications for HIV prevention programs involving mentoring and goal development are discussed.