Early Childhood Problem Behavior Research Articles

교사의 유아 문제행동에 대한 인식 및 지도상의 어려움에 관한 질적 메타분석

This study examined the difficulties in the perception and guidance of problematic behavior experienced by teachers in the field of early childhood teaching, through a qualitative meta-analysis. Apropos this, 10 qualitative studies related to children’s problem behaviors were analyzed. The following results were obtained. First, early childhood teachers faced problem behaviors expressed in various aspects of their daily lives. Second, in guiding problem behaviors, teachers experienced both positive and negative aspects. Third, early childhood teachers experienced dilemmas in the relationship between parents and fellow teachers in the process of guiding problem behaviors. Fourth, efforts to improve the professionalism of early childhood teachers and the necessity of linking experts to teachers are recognized as future tasks to support early childhood problem behavior. Based on these results, implications for guiding problem behavior in the field of early childhood education are discussed.

The Longitudinal Study of the Effect of Mother Parenting and Self-esteem on Early Childhood Problem Behavior

본 연구는 어머니 양육스트레스와 자아존중감이 유아 문제행동에 미치는 종단적 영향력을 알아보기 위해 수행되었다. 이를 위해 자기회귀교차지연 모형(ARCL)을 사용하여 어머니 양육스트레스와 자아존중감 및 유아 문제행동 간의 종단적 관계와 어머니 양육스트레스와 유아 문제행동의 관계에서 어머니 자아존중감의 매개효과를 검증하였다. 연구결과를 살펴보면 첫째, 이전 시점의 어머니 양육스트레스와 자아존중감 및 유아 문제행동은 이후 시점의 어머니 양육스트레스와 자아존중감, 유아 문제행동을 각각 예측하였다. 둘째, 어머니 양육스트레스는 어머니 자아존중감에, 어머니 자아존중감은 유아 문제행동에 각각 종단적 영향력을 가지고 있었다. 셋째, 어머니 양육스트레스와 유아 문제행동의 관계에서 어머니 자아존중감이 종단적으로 매개효과가 있음을 확인하였다. 이러한 결과를 토대로 유아 문제행동의 감소 및 예방을 위해 어머니 양육스트레스 감소와 어머니 자아존중감 증진을 위한 부모교육 프로그램을 논의하였다.

Developing Treatment Integrity Measures for Teacher-Delivered Interventions: Progress, Recommendations and Future Directions

While the measurement of treatment integrity is important to determine how much, and how well, interventions are delivered in schools, the science of treatment integrity is not well developed in education research. The purpose of this paper is to describe a program of research that has developed treatment integrity measures over the past 10 years to assess teacher delivery of an indicated program targeting reductions in problem behavior in early childhood and elementary school classrooms. Specifically, this paper will highlight the importance of active use of conceptual models to guide treatment integrity measure development, multidimensional assessment of treatment integrity and training procedures for observers, using several studies to illustrate the evolution and refinement of our measurement approach. Recommendations for researchers developing and evaluating interventions in schools are provided, as are recommendations to help the field move toward a more rigorous science of treatment integrity.

A Difference analysis study on Teacher's Humanity and Early childhood problem behavior strategy according to Socio-demographic factors of Teachers

A Difference analysis study on Teacher's Humanity and Early childhood problem behavior strategy according to Socio-demographic factors of Teachers

The Effects of Early Childhood Teachers' Empathy Ability and Ego-resilience on Early Childhood Problem Behavior Guidance Strategy

본 연구의 목적은 유아교사의 공감능력 자아탄력성 유아 문제행동 지도전략 간의 관계를 살펴보고 유아교사의 공감능력과 자아탄력성이 유아 문제행동 지도전략에 미치는 상대적 영향력을 분석하는데 있다 이를 위해 서울시와 경기도에 소재한 유치원과 어린이집에 근무하는 유아교사 명을 대상으로 설문조사를 실시하였다 본 연구의 주요 결과를 살펴보면 다음과 같다 첫째 유아교사의 공감능력 자아탄력성 유아 문제행동 지도전략은 유의미한 상관관계가 있는 것으로 나타났다 둘째 유아 문제행동 지도전략에 대해 유아교사의 공감능력과 자아탄력성이 중요한 영향을 미치는 변인임을 확인하였다 특히 유아교사가 자신감을 갖고 인지 공감을 하면서 화를 억제하고 분노를 조절하였을 때 긍정적 예방전략을 사용하며 인지 공감과 정서 공감을 하고 자신감을 가졌을 때 긍정적 반응 지도전략을 사용하는 것으로 나타났다 또한 교사의 정서 공감 및 대인관계효율성이 낮을 때 부정적 반응 지도전략을 사용하는 것으로 나타났다 본 연구의 결과를 바탕으로 유아교사의 공감능력과 자아탄력성 향상을 위한 교사양성과정과 현직교사교육 프로그램 개발에 대해 논의하였다.This research aims at examining the corelation among early childhood teachers empathy ability, ego-resilience and early childhood problem behavior guidance strategies, and exploring the effects of early of early childhood teachers empathy ability and ego-resilience on early childhood problem behavior guidance strategies. To accomplish these goals, a survey was conducted on 254 early childhood teachers working at the kindergartens and daycare centers located in Seoul and Gyeonggi area. The main results of this study are as follows. First, it has been proven that the early childhood problem behavior guidance strategies, the early childhood teachers empathy ability, and ego- esilience were mutually correlated. Second, teachers empathy ability and ego-resilience have been verified to be the important variables to predict the early childhood problem behavior guidance strategies. In particular, when the teachers not only repressed and controlled their anger but also emphasized cognitively and had self-confidence, they used positive prevention strategies more frequently. When they emphasized cognitively and emotionally empathy ability and had self-confidence, they used positive reaction guidance strategies while they have been found to have used negative reaction guidance strategies when the teachers empathy and personal relationship efficiency were at a lower level. Based on the study results, the development of the early childhood teacher training courses and in-service teacher education programs in order to enhance early childhood teachers empathy ability and ego-resilience was discussed.

Self-control, parenting, and problem behavior in early childhood: A multi-method, multi-informant study

BackgroundEarly childhood self-control and parenting are suggested to play key roles in the development of child problem behavior. The current study aims to 1) replicate earlier work by examining the unique and combined effects of child self-control and parenting on child problem behavior and 2) extend earlier work by including both mother and father reports. MethodsData were used from 107 Dutch families: mothers, fathers, and their two-year old child. Child self-control was measured using both father’s and mother’s reports of effortful control and with an observed behavioral task (i.e., gift-in-bag task). Similarly, parenting (i.e., emotional availability and discipline) and child problem behavior (i.e., externalizing and internalizing problems) were measured by using both father’s and mother’s reports. ResultsChild self-control reported by fathers and mothers, but not observed self-control, was related to fewer externalizing and (mother-reported) internalizing problems. Paternal emotional availability showed a modest association with fewer child externalizing problems, maternal emotional availability was related to fewer internalizing problems. Finally, there was an interaction between father- (but not mother) reported self-control and paternal emotional availability in the prediction of child internalizing problems. No main or interaction effect was revealed for discipline. ConclusionFindings confirm prior work on self-control, parenting, and child problem behavior. Most importantly however, the current study adds to the literature by highlighting the need for additional research including maternal as well as paternal data. Specifically, insight in the unique role of fathers may shed light on aspects of child adjustment not covered by mother reports alone.

Coercive family process and early-onset conduct problems from age 2 to school entry

The emergence and persistence of conduct problems (CPs) during early childhood is a robust predictor of behavior problems in school and of future maladaptation. In this study we examined the reciprocal influences between observed coercive interactions between children and caregivers, oppositional and aggressive behavior, and growth in parent report of early childhood (ages 2-5) and school-age CPs (ages 7.5 and 8.5). Participants were drawn from the Early Steps multisite randomized prevention trial that includes an ethnically diverse sample of male and female children and their families (N = 731). A parallel-process growth model combining latent trajectory and cross-lagged approaches revealed the amplifying effect of observed coercive caregiver-child interactions on children's noncompliance, whereas child oppositional and aggressive behaviors did not consistently predict increased coercion. The slope and initial levels of child oppositional and aggressive behaviors and the stability of caregiver-child coercion were predictive of teacher-reported oppositional behavior at school age. Families assigned to the Family Check-Up condition had significantly steeper declines in child oppositional and aggressive behavior and moderate reductions in oppositional behavior in school and in coercion at age 3. Results were not moderated by child gender, race/ethnicity, or assignment to the intervention condition. The implications of these findings are discussed with respect to understanding the early development of CPs and to designing optimal strategies for reducing problem behavior in early childhood with families most in need.

Indirect effects of fidelity to the family check-up on changes in parenting and early childhood problem behaviors.

This study examines observations of client in-session engagement and fidelity of implementation to the Family Check-Up (FCU) as they relate to improvements in caregivers' positive behavior support (PBS) and children's problem behavior in the context of a randomized prevention trial. The psychometric properties of fidelity scores obtained with a new rating system are also explored. The FCU feedback sessions of 79 families with children with elevated problem behavior scores at age 2 were coded by trained raters of fidelity, who used an observational coding system developed specifically for this intervention model. Path analysis indicated that fidelity to the FCU results in greater caregiver engagement in the feedback session, which directly predicts improvements in caregivers' PBS 1 year later (β = 0.06, 95% CI [.007, .129]). Similarly, engagement and PBS directly predict reductions in children's problem behavior measured 2 years later (β = -0.24, 95% CI [-.664, -.019]). These results suggest fidelity within the context of this randomized intervention trial. Ratings of fidelity to the FCU covary with observed improvements in parenting and children's problem behavior in early childhood. Overall reliability of the fidelity scores was found to be acceptable, but some single-item reliability estimates were low, suggesting revisions to the rating system might be needed. Accurately assessing fidelity and understanding its relationship to change during intervention studies is an underdeveloped area of research and has revealed some inconsistent findings. Our results shed light on the mixed conclusions of previous studies, suggesting that future research ought to assess the role of intervening variable effects, such as observed engagement.

186. Early Life Origins of Risky Sexual Behavior in Adolescence

Purpose Risky sexual behavior contributes to unplanned teenage pregnancy, sexually transmitted infection (STI) and adverse social, emotional and physical health outcomes in adolescence into adulthood. We have little understanding of early determinants of risky sexual behavior. This study aimed to determine the prospective relationship between problem behavior through childhood, as measured by the Child Behavior Checklist (CBCL), and risky sexual behavior in adolescence. Methods A prospective cohort study (the Western Australian Pregnancy Cohort [Raine] Study) has collected extensive socio-demographic, individual, family and environmental data from over 2800 parents, the children they gave birth to, and individuals in the children’s lives from the antenatal period, birth and every 1-3 years following. Approximately 1200 of these children (now adolescents) reported on sexual experience at the 16/17-year follow-up and were dichotomized into high and low sexual risk groups according to sexual intercourse debut and other sexual behavior. For each childhood follow-up, continuous CBCL z-scores were summarized using medians, inter-quartile ranges and ranges. Mann-Whitney U tests were used to compare outcomes between sexual risk groups. Further, CBCL raw scores at each follow-up were dichotomized with reference to published cut-off values (T scores ≥70), indicating clinically recognized behavioral problems. The Cox proportional hazards model was used to compare the relative risk of sexual debut over time between participants who were identified with behavioral problems at each childhood follow-up and those without. Results Initial analyses show significantly higher z-scores and T scores for Total Behavior Problems and the Externalizing Behavior subscale in participants who reported sexual intercourse debut compared to those who did not (p<0.05). In addition, participants who were identified with clinically recognized delinquent and aggressive behavioral problems during the 5, 8, 10 and 13-year follow-ups were significantly (p<0.005) more likely to have experienced sexual debut with hazard ratios ranging from 1.69 to 4.06 on univariate analyses. These associations remained significant in multivariate analyses when adjustments for multiple potential confounders at each age were considered. Conclusions The development of problem behavior in early childhood is an important contributor to risky sexual behavior in adolescence, but the nature and significance of this relationship is, as yet, unknown. These unique data indicating early predictors of risky sexual behavior in adolescence may help determine how and at what ages interventions may be effective. Sources of Support: NHMRC

Moderators of outcome in a brief family-centered intervention for preventing early problem behavior.

This study investigated moderators of change in an empirically supported family-centered intervention (the Family Check-Up) for problem behavior in early childhood. Participants were 731 2- to 3-year-olds (49% girls; 28% African American, 50% European American, 13% biracial) from low-income families and had been screened for risk of family stress and early-onset problem behavior. They were randomized to the Family Check-Up intervention or to a no-intervention control group. Latent growth models examined sociodemographic and parent psychological risk factors as potential moderators of change in problem behavior between ages 2, 3, and 4. Results revealed 2 moderators of intervention effectiveness. Caregivers with the lowest educational levels were more responsive to the family-centered intervention, and 2-parent families were more responsive to the intervention. Other risk factors showed no predictive effects. Overall, findings suggest that this brief family-centered intervention can be equally effective in reaching the most distressed and most disadvantaged families, compared to those who are more advantaged. However, results suggest that more attention may be needed to address the intervention needs of single parent families in reducing problem behavior in early childhood.

Improvements in maternal depression as a mediator of intervention effects on early childhood problem behavior

Maternal depression has been consistently linked to the development of child problem behavior, particularly in early childhood, but few studies have examined whether reductions in maternal depression serve as a mediator in relation to changes associated with a family-based intervention. The current study addressed this issue with a sample of 731 families receiving services from a national food supplement and nutrition program. Families with toddlers between ages 2 and 3 were screened and then randomized to a brief family intervention, the Family Check-Up, which included linked interventions that were tailored and adapted to the families needs. Follow-up intervention services were provided at age 3 and follow-up of child outcomes occurred at ages 3 and 4. Latent growth models revealed intervention effects for early externalizing and internalizing problems from 2 to 4, and reductions in maternal depression from ages 2 to 3. In addition, reductions in maternal depression mediated improvements in both child externalizing and internalizing problem behavior after accounting for the potential mediating effects of improvements in positive parenting. The results are discussed with respect to targeting maternal depression in future intervention studies aimed at improving early child problem behavior.

Buffers and risks in temperament and family for early adolescent psychopathology: Generic, conditional, or domain-specific effects? The trails study.

This study examined the possible risk-buffering and risk-enhancing role of family characteristics on the association between temperament and early adolescent externalizing and internalizing problems, adjusted for familial vulnerability for psychopathology and early childhood problem behavior. Furthermore, it explored whether these effects were specific or conditional for either internalizing or externalizing problems or more generic for psychopathology. Data on temperament (frustration and fearfulness) and family characteristics (overprotection, rejection, emotional warmth, and socioeconomic status) came from a large longitudinal Dutch population sample of early adolescents (n = 2,149; M age = 13.55 years; 51.2% girls). Hypotheses on the direction and the specificity of the effects were derived from a goal-framing approach. The findings indicate that family characteristics can either buffer or enhance the temperamental risk in the development of psychopathology. Analyses on the direction of these effects resulted in a descriptive classification of domain-specific, conditional, and generic factors that promote or protect the development of psychopathology. Implications of the results are discussed, and directions for future research are given.

PROTOCOL: Effectiveness of Early Family/Parent Training Programs in Preventing Antisocial Behavior &amp; Delinquency

PROTOCOL: Effectiveness of Early Family/Parent Training Programs in Preventing Antisocial Behavior &amp; Delinquency

Association Between Early Childhood Aggression and Internalizing Behavior for Sibling Pairs

This article investigates sibling similarity in early childhood problem behavior. Analyses are based on an Australian longitudinal study of health and development that included sister, brother, and mixed-sex sibling pairs. Pregnant women were recruited into the study in 1981 to 1983 and provided information regarding family characteristics and child behavior from birth through the age of 5 years. The relationship between older and younger siblings' aggression and internalizing behavior at the age of 5 years is examined, based upon maternal reports on a shortened version of the Child Behavior Checklist for 414 sibling pairs (60% of the initial sibling sample). The results demonstrate a moderately strong association between sibling's aggression and internalizing behavior, for mixed- and same-sex siblings, with correlation coefficients of 0.26 to 0.39. The association between older and younger sibling's behavior remains significant, controlling for family characteristics such as mother's age, mental health, marital status, affection toward children, and family size and income. The findings highlight the importance of including siblings in family-based intervention programs aimed at reducing child behavior problems.

Relationships Among Early Childhood Behavior Rating Scales: Convergent and Discriminant Construct Validity of the Preschool and Kindergarten Behavior Scales

Research Findings: Data that serve to establish the convergent and discriminant construct validity of a new behavior rating scale for use with the early childhood preschool population-the Preschool and Kindergarten Behavior Scales (PKBS)-are presented. The results of four different studies are presented wherein PKBS ratings of preschool or kindergarten age children were correlated with established comparison measures: the Social Skills Rating System, Mattson Evaluation of Social Skills with Youngsters, Conners Teacher Rating Scale, and School Social Behavior Scales. Correlations were in the desired directed for demonstrating convergent and discriminant construct validity of the PKBS. Practice Implications: The PKBS appears to adequately measure the constructs of social skills and both internalizing and externalizing problem behavior in early childhood. Although additional validation research for this instrument is needed, the PKBS appears to show promise as a research tool, screening device, and assessment instrument for assessing social-emotional behavior of children ages 3–6. Given the increasing importance of early detection of social-emotional problems as part of a comprehensive system of prevention and early intervention, future efforts at linking assessment tools to specific and effective intervention techniques appear to be a much needed and significant endeavor.