The relationship between social behavior and severity of language impairment

The Teacher Behavior Rating Scale (C. H. Hart and C. C. Robinson, 1996) was used to compare the withdrawn and sociable behaviors of 41 children with specific language impairment (SLI) and 41 typically developing peers. Three subtypes of withdrawal (reticence, solitary-active, solitary-passive) and 2 subtypes of sociable behavior (prosocial, impulse control/likeability) were examined. Teachers rated children with SLI as exhibiting higher levels of reticence and solitary-passive withdrawal than typical children. Teachers also rated the children with SLI as demonstrating lower levels of both types of sociable behavior than typical children. The group with SLI was then separated into subgroups of children having more severe and less severe language impairment. These groupings did not differ on comparisons involving withdrawn behavior, except that girls with more severe receptive problems demonstrated higher levels of solitary-passive withdrawal than did girls with less severe language problems. Children with less severe receptive language impairment demonstrated higher levels of proficiency on both types of sociable behavior than their peers with more severe impairment. Children with more severe expressive problems also demonstrated poorer prosocial behavior--but not poorer impulse control/likeability--than children with less severe expressive problems.

Förderung sozialer Kompetenzen im Kindergarten: Evaluation eines sozialen Problemlösetrainings zur universellen Prävention dissozialer Verhaltensprobleme

Zusammenfassung. Es wird über die Ergebnisse einer kontrollierten Evaluationsstudie zu einem sozialen Problemlösetraining berichtet. 36 Kindergartenkinder im Alter von vier bis sechs Jahren wurden im Rahmen eines Gruppenkurses mit 15 Sitzungen trainiert und mit einer unbehandelten Kontrollgruppe (n = 33) vor und drei Monate nach dem Training im Hinblick auf Verhaltensratings der Eltern (Mutter und Vater) und Erzieherinnen verglichen. Anhand von Angaben der Trainerinnen zum aufgabenbezogenen Verhalten der Kinder während der Sitzungen konnte zunächst eine gelungene Implementation des Programms festgestellt werden. Des Weiteren wurden geringe, aber über die drei Informanten hinweg konsistent positive Effekte beim prosozialen Verhalten der Kinder erzielt. Weniger deutlich waren die Wirkungen auf die Verhaltensprobleme der Kinder, wenngleich sich nach mütterlichen Angaben signifikant geringere Werte im dissozialen Verhalten ergaben. Insgesamt bestätigten sich die Ergebnisse neuerer Meta-Analysen, nach denen soziale Trainingsprogramme bei Risikogruppen wirksamer sind. Vor dem Hintergrund der relativ geringen Programmintensität, den sehr guten Implementationswerten und den positiven Befunden beim prosozialen Verhalten kann jedoch das hier evaluierte Programm auch als universelle Präventionsstrategie empfohlen werden.

Cardiovascular Correlates of Misconduct in Children and Adolescents

Abstract: Prior literature reviews addressing cardiovascular correlates of misconduct have focused on resting heart rate (HR) and skin conductance (SC). The present paper is a quantitative review of studies that tested the relationship between child/adolescent misconduct and cardiovascular regulation. An additional selection criterion for the present review was that the study examined physiological variables beyond resting HR and SC (e.g., cardiovascular reactivity). Misconduct was related to low HR reactivity, low resting parasympathetic nervous system (PNS) control, and less withdrawal of PNS control during mental challenge. These findings expand on prior reviews that indicated resting sympathetic nervous system underarousal is associated with antisocial behavior/misconduct. Cardiovascular reactivity to stress and PNS control may also be important correlates of misconduct.

Prosocial Development in Relation to Children's and Mothers' Psychological Problems

The study tested whether children's prosocial behavior was negatively or positively related to children's and mothers' psychological problems. Participants were 149 London families when mothers were pregnant and followed up in infancy and at ages 4 and 11. Children's cooperation at 4 and general prosocial tendencies at 11 were negatively associated with externalizing problems but unrelated to internalizing problems. A subgroup of children who were more prosocial than average expressed clinically significant worries about family members. Maternal depression decreased prosocial behavior in the eyes of adults, but children of depressed mothers saw themselves to be prosocial. Early cooperation protected children against later risk for externalizing problems, even when their early behavioral problems were taken into account.

Strategies of control, aggression, and morality in preschoolers: an evolutionary perspective

Moral reasoning, moral affect, social problem solving skills, and social preferences were assessed in 163 ethnically mixed preschoolers (2.86-5.95 years). Participants were rated by their teachers on prosocial and coercive strategies of control, success at resource control, and aggression (overt and relational). Based on their employment of coercive and prosocial strategies of resource control, the children were categorized as bistrategic controllers, coercive controllers, prosocial controllers, noncontrollers, or typicals. Teacher-rated relational aggression was positively associated with moral maturity in girls. Bistrategic controllers, although aggressive, were morally mature and preferred play partners by their peers. The results are discussed in terms of hypotheses that arise from evolutionary theory which suggests that highly effective resource controllers would be simultaneously aggressive and yet well aware of moral norms. The findings are contrasted with alternative hypotheses that might arise variously from traditional and prevailing approaches.

Wirksamkeit eines sozialen Problemlösetrainings bei entwicklungsverzögerten Vorschulkindern

Zusammenfassung: In der vorliegenden Studie werden Implementation und Wirksamkeit eines soziales Problemlösetrainings bei Vorschulkindern mit kognitiven und sozialen Entwicklungsdefiziten untersucht. 32 Kinder (je 16 in Trainings- und Kontrollgruppe) wurden vor, einen Monat nach und vier Monate nach dem Training mit Hilfe von Daten eines sozialen Problemlösetests und anhand von Verhaltensbeurteilungen durch Erzieherinnen miteinander verglichen. Die Umsetzung des Trainings wurde über Verhaltenseinschätzungen der Kinder während der Trainingssitzungen beurteilt. Dabei ergaben sich sehr gute Implementationswerte, da die Kinder weit überwiegend programmbezogenes Verhalten zeigten. Hinsichtlich der Programmeffekte konnten substanzielle Wirkungen sowohl im Hinblick auf die sozialen Problemlösefertigkeiten der Kinder als auch bei den Verhaltensbeurteilungen der Erzieherinnen festgestellt werden. Diese Wirkungen blieben auch im Follow-up erhalten und zeigen sich in Verbesserungen des prosozialen Verhaltens der Kinder und in geringeren internalisierenden und externalisierenden Problemscores. Diese Effekte decken sich mit bisherigen Ergebnissen der anglo-amerikanischen Forschung, die einen Einsatz des Programms im Rahmen der selektiven Prävention als Regelversorgung in Kindergärten nahelegen.

When girls versus boys play alone: nonsocial play and adjustment in kindergarten

The goal of the present study was to examine the relations between different forms of children's nonsocial play behaviors and adjustment in kindergarten. The participants in this study were 77 kindergarten children (38 boys, 39 girls; mean age = 66.16 months, SD = 4.11 months). Mothers completed ratings of child shyness and emotion dysregulation. Children's nonsocial play behaviors (reticent, solitary-passive. solitary active) were observed during free play. In addition, teachers rated child behavior problems (internalizing and externalizing) and social competence; academic achievement was assessed through child interviews. Results from regression analyses revealed that different types of nonsocial play were differentially associated with child characteristics and indices of adjustment. For some forms of nonsocial play, the nature of these associations differed significantly for boys and girls.

Predicting girls' conduct disorder in adolescence from childhood trajectories of disruptive behaviors

OBJECTIVE

To examine girls' developmental trajectories of disruptive behaviors during the elementary school years and to predict conduct disorder symptoms and diagnosis in adolescence with trajectories of these behaviors.

METHOD

The sample was 820 girls from the province of Quebec followed over 10 years (1986-1996). A semiparametric mixture model was used to describe girls' developmental trajectories of teacher-rated disruptive behaviors between the ages of 6 and 12 years. The trajectories were used to predict conduct disorder symptoms and diagnosis when the girls were on average 15.7 years.

RESULTS

Four groups of girls following trajectories with distinct levels of disruptive behaviors were identified: a low, medium, medium-high, and high trajectory. Prediction with the trajectories indicated that girls on the medium, medium-high, and high trajectories reported a significantly higher number of conduct disorder symptoms in adolescence. However, only the girls on the medium-high and high trajectories were at significantly higher risk to meet DSM-III-R criteria for conduct disorder, compared with girls in the low group (odds ratio: 4.46). More than two thirds of the girls with conduct disorder were in the medium or higher-level trajectories.

CONCLUSION

The results suggest that there is an early-onset type of conduct disorder in girls.

The development of concern for others in children with behavior problems

The development of concern for others and externalizing problems were examined in young children with normative, subclinical, or clinical levels of behavior problems. There were no group differences in observable concern for others at 4-5 years of age. Children with clinical behavior problems decreased significantly in their concern by 6-7 years of age and were reported to have less concern at 6-7 years by mothers, teachers, and the children themselves, relative to other groups. Boys with clinical problems were more callous to others' distress at both time points. Girls showed more concern than boys across risk, time, and measures. Greater concern at 4-5 years predicted decreases in the stability and severity of externalizing problems by 6-7 years, and greater concern at 6-7 years predicted decreases in the stability of problems by 9-10 years. Finally, maternal socialization approaches predicted later concerned responding.

Development of parasomnias from childhood to early adolescence

OBJECTIVES

This study examines the prevalence and developmental changes of parasomnias and assesses gender differences, relationships between parasomnias, and associations with anxiety and family adversity using data collected during the course of a longitudinal study of a representative sample of children from Québec.

METHOD

The present analyses are based on results available for 664 boys and 689 girls for whom mothers have completed questions concerning demographics, parasomnias, and anxiety level. For the prevalence and developmental aspects of parasomnias, prospective data were collected at annual intervals from 11 to 13 years old and retrospective data for the period between ages 3 and 10 years were collected when the children were 10 years old.

RESULTS

Somniloquy, leg restlessness, and sleep bruxism are the most frequent parasomnias. More girls were afflicted with leg restlessness, while enuresis and somniloquy were more common in boys. High anxiety scores were found in children suffering from night terrors, somniloquy, leg restlessness, sleep bruxism, and body rocking. Parasomnias were unrelated to the index of family adversity.

CONCLUSIONS

Although sleepwalking, night terrors, enuresis, and body rocking dramatically decreased during childhood, somniloquy, leg restlessness, and sleep bruxism were still highly prevalent at age 13 years, paralleling results found in adults. Sleepwalking, night terrors, and somniloquy are conditions often found together. The only robust gender difference was for enuresis. High anxiety scores in parasomnias are reported for the first time in a large, controlled study. Sociodemographic variables do not seem to play a major role in the occurrence of parasomnias.

[Alcoholic father, adolescent drug abuse and protective factors]

OBJECTIVES

To compare the children of alcoholic fathers who do not develop alcohol or drug problems in adolescence (that is, resilient children) to those who do, focusing on characteristics of personality and family. Various behavioural traits are examined as resilience factors, as are certain educational practices of the parents.

METHOD

Resilience factors were studied throughout childhood, from age 6 to 12 years. The presence or absence of alcohol or drug problems was assessed at the age of 15 or 16 years.

RESULTS

Close to 1000 children of both sexes participated in the study. As expected, paternal alcoholism was an important risk factor in the development of substance abuse problems in adolescence. The risk, however, diminishes with personality traits such as low thrill-seeking behaviour and a propensity for inhibition. These traits cannot be considered resilience factors, however, because their effect is as present in children of nonalcoholic fathers as in children of alcoholic fathers. Parental supervision proves to be a protective influence and was found to reduce the risk of substance abuse in children of alcoholic fathers.

CONCLUSION

These results indicate that, above and beyond personality variables, the presence of an alcoholic father constitutes a high risk factor for adolescent drug addiction. Nevertheless, parental supervision may attenuate this risk and is therefore an important means of intervention.

Problem drug and alcohol use in a community sample of adolescents

OBJECTIVE

Epidemiological studies of illegal drug use in adolescents have examined frequency of drug use; a few have examined diagnoses or symptoms of drug abuse or dependence. This study examined problem use of illegal drugs, about which very little is known.

METHOD

Adolescents (879 boys and 929 girls), mean age of 15.7 years, representative of the province of Québec, Canada, were asked about problem use of alcohol and illegal drugs.

RESULTS

Almost one third had used illegal drugs more than 5 times. Of this group, more than 70% reported going to school high on drugs, and the majority reported playing sports while high and using drugs in the morning. In these drugs users, 94% of the boys and 85% of the girls reported at least 1 problem and two thirds of the boys and more than half of the girls reported 3 or more problems from illegal drugs. Marijuana was used by almost all subjects at the time of maximal drug use; hallucinogens were the second most commonly used drug. Alcohol was used more frequently than illegal drugs, but problem use was less common.

CONCLUSIONS

Problem drug use is the norm among the large minority who use illegal drugs more than a few times, and drug use is commonly incorporated into 2 major routine activities of teenagers--school and sports.

Factor structure and subtest differences on the Preschool Behavior Questionnaire in a Latino, African-American, Euro-American, and Asian preschool population

This study examined the factor structure of the Preschool Behavior Questionnaire in a sample of African-American, Euro-American, Asian, and Hispanic children. The sample consisted of 304 children (141 boys, 163 girls) 3- and 4-yr.-old and enrolled in Head Start. A principal component analysis with a varimax rotation was conducted and two- and three-factor solutions were extracted. A two-factor solution produced a clear interpretive structure representing Fowler and Park's 1979 Aggressive-Hyperactive-Distractible and Anxious-Fearful factors. Even though a three-factor solution was statistically appropriate, extracting more than two factors yielded dimensions difficult to interpret. Examination of subscale differences among ethnic groups indicated significant group effect for ethnicity. Further examination showed that Euro-American children are rated significantly higher on the Anxious subtest than Latino, African-American, and Asian children, but there were no other subscale differences. Clinical and research implications are discussed.

Withdrawn and Sociable Behavior of Children With Language Impairment

This study examined the dimensions of withdrawal and sociability in children with language impairment (LI) and their typically developing chronological age-matched peers. Classroom teachers rated the withdrawn and sociable behaviors of 41 children with LI and 41 typically developing peers using the Teacher Behavioral Rating Scale (TBRS, Hart & Robinson, 1996). Children were sampled from the age ranges of 5 to 8 years and 10 to 13 years. Subtypes of both withdrawn (solitary-passive withdrawal, solitary-active withdrawal, reticence) and sociable (impulse control/likability, prosocial) behavior were examined.

Teachers rated children with LI as displaying higher levels of reticent behavior than typically developing children. Teachers also rated boys with LI as displaying significantly higher levels of solitary-active withdrawal than girls with LI or typically developing children of either gender. The groups did not differ on solitary-passive withdrawal, although boys were rated higher than girls. In the dimension of sociable behavior, children with LI were rated significantly below typical peers on subtypes of impulse control/likability and prosocial behavior.

The relationship between language impairment and withdrawn and sociable behavior is complex. Although language impairment is an important factor in social difficulty, the current results suggest that language impairment is not the sole factor leading to social problems in children with LI. Assessment and intervention procedures for children with language and social problems should take the complex nature of this relationship into account.

Kindergarten predictors of boys' stable behavior problems at the end of elementary school

This study predicted stable social maladjustments of ages 10, 11, and 12 from teacher behavioral ratings in kindergarten and a measure of family demographics. Kindergarten teachers rated 1,034 boys on hyperactivity, aggression, inattention, anxiety-withdrawal, and prosocial behavior. Sociodemographic information was collected from the parents. At ages 10, 11, and 12, teacher, parent, peer, and self-report behavior ratings were collected on 743 boys. School achievement was documented from school records. Boys whose average scores on each of the five behavioral ratings across ages 10, 11, and 12 were above the 90th percentile according to at least two informants were defined as having stable behavioral problems. From teacher ratings collected in kindergarten and family demographics, logistic regression analyses predicted stable social maladjustment. For each negative outcome there was a unique set of predictors. The results are discussed with reference to the early identification of children who are at risk.

Teacher ratings of children's behaviors and teachers' management styles: a research note

The purpose of this study was to explore how changes in teacher ratings of children's behavior problems from kindergarten to first grade might vary with teachers' styles of managing behavior problems. Familial and socioeconomical variables were controlled because of their potential modulating effects. Subjects were from a community sample of 1,573 boys and girls rated by teachers, mothers and peers (for one part of the sample) on aggressiveness-hyperactivity, anxiety-withdrawal and social skills deficits. Teacher ratings of aggressive-hyperactive behaviors significantly changed from kindergarten to grade one when the teachers had different management styles. Mother and peer ratings, however, did not change. The importance of considering teachers' management styles when assessing behavior problems in school is stressed.