A longitudinal study of social competence among children of alcoholic and nonalcoholic parents: Role of parental psychopathology, parental warmth, and self-regulation.

This study tested a conceptual model predicting children's social competence in a sample of children with alcoholic and non-alcoholic parents. The model examined the role of parents' alcohol diagnoses, depression, and antisocial behavior at 12–18 months of child age in predicting parental warmth/sensitivity at 2 years of child age. Parental warmth/sensitivity at 2 years was hypothesized to predict children's self-regulation and externalizing behavior problems at 3 years. Parenting, self-regulation, and behavior problems were expected to predict social competence in kindergarten. Structural equations modeling was supportive of this model. Fathers' alcohol diagnosis was associated with lower warmth/sensitivity. Lower maternal warmth/sensitivity at 2 years was predictive of lower child self-regulation at 3 years. Parenting, self-regulation, and externalizing behavior problems were predictive of social competence in kindergarten, although associations varied by reporter (parents or teacher). There was a direct association between fathers' alcohol diagnosis and father reports of social competence, and between fathers' depression and teacher reports of social competence. The study elucidates developmental processes in predicting social competence and the role of fathers' alcoholism and associated risk factors in this process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Effectiveness of Early Head Start for 3-Year-Old Children and Their Parents: Lessons for Policy and Programs.

Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression-adjusted impact analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond metaphor: The efficacy of early childhood education.

Evidence from model preschool education programs is reviewed to determine what impacts quality programs can have on poor children's intellectual and social competence; evidence from Head Start is reviewed to determine whether preschool programs of national scope have typically produced the same effects as those produced by model programs. Research has shown that both model programs and Head Start have immediate positive impacts on tests of intellectual performance and social competence but that this impact declines over the first few years of public schooling. The evidence of improvement on long-term measures of school performance such as special education placement is substantial for model programs but thin and inconsistent for Head Start. There is limited but provocative evidence that model programs may have positive effects on life success measures such as teen pregnancy, delinquency, welfare use, and employment, but there is virtually no evidence linking Head Start attendance with any of these variables. Benefit–cost studies show that model programs can produce long-term benefits that exceed the value of the original program investment, but it would be premature to argue that Head Start is cost-beneficial. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social behavior correlates of cortisol activity in child care: gender differences and time-of-day effects

The relations between social behavior and daily patterns of a stress-sensitive hormone production were examined in preschool children (N = 75) attending center-based child care. Three behavioral dimensions, shy/anxious/internalizing, angry/aggressive/externalizing, and social competence, were assessed by teacher report and classroom observation, and their relations with 2 measures of cortisol activity, median (or typical) levels and reactivity (quartile range score between second and third quartile values) were explored. Cortisol-behavior relations differed by gender: significant associations were found for boys but not for girls. Specifically, for boys externalizing behavior was positively associated with cortisol reactivity, while internalizing behavior was negatively associated with median cortisol. Time of day of cortisol measurement affected the results. Surprisingly, median cortisol levels rose from morning to afternoon, a pattern opposite to that of the typical circadian rhythm of cortisol. This rise in cortisol over the day was positively correlated with internalizing behavior for boys. The methodological and theoretical implications of these findings for the study of the development of hormone-behavior relations are discussed.     

Head Start is not child care.

Comments on S. Scarr's (see record 1997-38813-002) defense of cheap, minimally regulated child care. The author responds to Scarr's comments on Head Start. Scarr dismisses Head Start without acknowledging the comprehensive nature of its intervention in the lives of poor children and their families. Head Start does more than child care aspires to do: Head Start makes sure that poor children get medical and dental care, helps their families gain access to social services, offers volunteer and paid employment to parents, involves parents in governance, serves nutritious meals, provides intellectual stimulation, and above all, helps children develop the social competence necessary to succeed in school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does Head Start work? A 1-year follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs.

This article examines how successful Project Head Start has been as a preschool program for economically disadvantaged children. Most Head Start evaluations have not controlled for initial differences between Head Start and comparison groups. They have also limited comparisons to those with no preschool experience, rather than considering other preschools as an alternative comparison group. Subjects were 969 disadvantaged children attending Head Start, other preschool, or no preschool in 1969–1970, longitudinally evaluated on a variety of cognitive measures. Large initial group differences were observed between Head Start children and both comparison groups, with those in Head Start at a disadvantage on nearly every demographic and cognitive measure. Adjusting for initial background and cognitive differences, Head Start children showed significantly larger gains on the Preschool Inventory and Motor Inhibition tests than either comparison group, with Black children in Head Start (especially those of below-average initial ability) gaining the most. However, despite substantial gains, Head Start children were still behind their peers in terms of absolute cognitive levels after a year in the program. Head Start proved an impressive instrument of short-term change, even compared with other preschool experience. Gains in behaviors other than intelligence suggest that the effects may not be limited to the cognitive domain. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reduced cognitive ability in alcohol dependence: Examining the role of covarying externalizing psychopathology.

Reduced executive cognitive ability is associated with alcohol dependence (AD) and other comorbid externalizing disorders. Working memory capacity, short-term memory, conditional associative learning, and intelligence were assessed in a sample (N = 477) with variation in lifetime histories of externalizing problems (conduct disorder, adult antisocial behavior, substance problems); this included a subsample (n = 285) with a Diagnostic and Statistical Manual of Mental Disorders (4th ed.; American Psychiatric Association, 1994) diagnosis of AD. Individuals with both AD and a history of childhood conduct disorder (CCD) scored lower on cognitive measures compared to those with AD and no history of CCD. Structural equation models showed that reduced ability in all cognitive domains was predicted by a latent externalizing factor reflecting covariation among lifetime problems with alcohol, drugs, childhood conduct, and adult antisocial behavior and was not uniquely related to any one problem. Further, for those with AD, the externalizing factor was associated with reductions in all the domains of cognitive ability. The results suggest that the reduced executive cognitive ability observed in AD individuals is partly accounted for by a general latent externalizing factor rather than alcohol-related problems per se. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Treatment effectiveness of parent management training in Norway: A randomized controlled trial of children with conduct problems.

This study was a randomized control trial (RCT) of Parent Management Training--The Oregon Model (PMTO) in Norway. A sample representing all health regions of Norway and consisting of 112 children with conduct problems and their families participated in the study. Families were randomly assigned to either PMTO or a regular services comparison group. PMTO was delivered via existing children's services, and families were recruited using the agencies' regular referral procedures, making this the first effectiveness study of PMTO and the first RCT of PMTO conducted outside of the United States. Using a multiagent-multimethod approach, results showed that PMTO was effective in reducing parent-reported child externalizing problems, improving teacher-reported social competence, and enhancing parental discipline. Age level and gender modified the effects of PMTO treatment on other outcomes. In a path model, participation in PMTO was associated with improved parental discipline, and effective discipline predicted greater child compliance, fewer child-initiated negative chains, and lower levels of child externalizing problems. Findings are presented along with a discussion of the implications for practice and research and the challenges accompanying effectiveness trials. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A tale of two methods: Comparing regression and instrumental variables estimates of the effects of preschool child care type on the subsequent externalizing behavior of children in low-income families.

We apply instrumental variables (IV) techniques to a pooled data set of employment-focused experiments to examine the relation between type of preschool childcare and subsequent externalizing problem behavior for a large sample of low-income children. To assess the potential usefulness of this approach for addressing biases that can confound causal inferences in child care research, we compare instrumental variables results with those obtained using ordinary least squares (OLS) regression. We find that our OLS estimates concur with prior studies showing small positive associations between center-based care and later externalizing behavior. By contrast, our IV estimates indicate that preschool-aged children with center care experience are rated by mothers and teachers as having fewer externalizing problems on entering elementary school than their peers who were not in child care as preschoolers. Findings are discussed in relation to the literature on associations between different types of community-based child care and children's social behavior, particularly within low-income populations. Moreover, we use this study to highlight the relative strengths and weaknesses of each analytic method for addressing causal questions in developmental research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of child teacher relationship training on the children of focus: A pilot study.

Head Start teachers (n = 24) were assigned to either the experimental group or the active control group in this pilot study to determine the effects of child–teacher relationship training (CTRT) on 22 disadvantaged preschool children identified with behavioral problems. CTRT is based on the principles and procedures of child–parent relationship therapy (CPRT; Landreth & Bratton, 2006), a structured, time-limited approach that trains young children's caregivers to be active participants in an early mental health delivery system. Results indicate that children whose teachers participated in CTRT made statistically significant improvements in both externalizing behavior problems and total problems when compared with the active control group. Children in the CTRT group demonstrated a large treatment effect on their internalizing behavior problems compared with those in the active control group. The statistical, practical, and clinically significant results of this pilot study indicate that CTRT is a promising option for preschool children with clinically significant behavior problems. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Flunking kindergarten after Head Start: An inquiry into the contribution of contextual and individual variables.

The author examined the extent that nonpromotion to 1st grade after kindergarten can be predicted from information about school and family contexts as well as Head Start children's individual characteristics. The sample comprised 261 Head Start children and parents who were participating in a study on the transition to school. Children who lagged behind their peers on academic achievement and social adjustment indicators were more likely to be in the nonpromoted group. Parental school involvement, parental estimates of children's school adjustment, and parental satisfaction with school programs were predictive of risk for nonpromotion. Head Start children were less likely to be retained in public schools that provided educational as well as family services intended to support the transition to public school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relations of temperamental effortful control and anger/frustration to Chinese children's academic achievement and social adjustment: A longitudinal study.

The prospective relations of temperamental effortful control and anger/frustration to Chinese children's (N = 425, age range = 6.6–9.1 years) academic achievement (grade point average, or GPA) and social adjustment (externalizing problems and social competence) were examined in a 2-wave (3.8 years apart) longitudinal study. Parents and teachers rated children's temperament, and parents, teachers, and/or peers rated children's externalizing problems and social competence. Effortful control positively predicted children's GPA, controlling for prior level of GPA. Analyses examining the potential mechanisms underlying the temperament–achievement associations suggested that effortful control positively predicted social competence, and social competence positively predicted GPA. Moreover, anger/frustration positively predicted externalizing problems, and externalizing problems negatively predicted GPA. Mediational analyses suggested that the relations between temperament and GPA were mediated by social competence and externalizing problems. Evidence for the reciprocal relations between externalizing problems and GPA was also found. The study suggested that there are complex interplays among temperament, academic achievement, and social adjustment for school-age children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Friendship and social competence in a sample of preschool children attending Head Start.

Relations between friendship (operationalized as reciprocated or nonreciprocated sociometric choices) and social competence were studied for children (mostly African American) attending Head Start. Initial analyses showed that children with reciprocated friends had higher social competence scores than children without reciprocated friends. Correlations suggested that the number of reciprocated friendships was associated with the social competence indicators studied here. Beyond the cost of having no reciprocated friends, having nonreciprocated friendships was not a liability. Cross-time analyses suggested differing patterns of relations for boys and girls. Having versus not having a reciprocated friend was unstable across time, because there was a trend toward participating in reciprocated friendships from 3 to 4 years of age (most older children had at least 1 reciprocated friend). For girls there was a positive relation between the number of reciprocated friendships at Time 1 and at Time 2. No benefit (in terms of social competence) was found for children making the transition from 1 classroom to the next with a friend. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Targeting children's behavior problems in preschool classrooms: A cluster-randomized controlled trial.

The present study evaluated the efficacy of a multicomponent, classroom-based intervention in reducing preschoolers' behavior problems. The Chicago School Readiness Project model was implemented in 35 Head Start classrooms using a clustered-randomized controlled trial design. Results indicate significant treatment effects (ds = 0.53–0.89) for teacher-reported and independent observations of children's internalizing and externalizing behavior problems. Moreover, there was some evidence for the moderating role of child gender, race/ethnic group membership, and exposure to poverty-related risk, with stronger effects of intervention for some groups of children than for others. Findings contribute to a growing area of research on poverty and preventive intervention in early childhood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Infant-mother attachment classification: Risk and protection in relation to changing maternal caregiving quality.

The relations between early infant-mother attachment and children's social competence and behavior problems during the preschool and early school-age period were examined in more than 1,000 children under conditions of decreasing, stable, and increasing maternal parenting quality. Infants' Strange Situation attachment classifications predicted mothers' reports of children's social competence and teachers' reports of externalizing and internalizing behaviors from preschool age through 1st grade. These relations appeared to be mediated by parenting quality; main effects of attachment classification disappeared when effects of parenting quality were controlled. Interactions were also observed. For example, when parenting quality improved over time, teachers rated children with insecure infant-mother attachments lower on externalizing behaviors; when parenting quality decreased, teachers rated insecure children higher on externalizing behaviors. In contrast, children classified as securely attached in infancy did not appear to be affected by declining or improving parenting quality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children.

Relationships between parental report of children's peer play at home and indicators of children's school readiness were examined. Behavior ratings and observational data were collected for 242 preschool children from a large urban Head Start program. Relationships between children's home-based, peer-play behaviors and 4 measures of children's classroom behaviors (i.e., school-based peer play, approaches to learning, self-regulation, and behavior problems) were analyzed using bivariate correlational and multivariate methods. Play competencies exhibited in the home environment were significantly associated with prosocial behavior in the classroom, motivation to learn, task persistence, and autonomy. Disruptive or disconnected play behaviors were significantly related to patterns of disruptive and dysregulated experiences in the classroom with peers and with the learning process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in ADHD: a meta-analysis and critical review

OBJECTIVE: To quantitatively review and critically evaluate literature examining gender differences in attention-deficit hyperactivity disorder (ADHD). METHOD: A meta-analysis of relevant research based on 18 studies meeting inclusion criteria was performed. Domains evaluated included primary symptomatology, intellectual and academic functioning, comorbid behavior problems, social behavior, and family variables. RESULTS: Gender differences were not found in impulsivity, academic performance, social functioning fine motor skills, parental education, or parental depression. However, compared with ADHD boys, ADHD girls displayed greater intellectual impairment, lower levels of hyperactivity, and lower rates of other externalizing behaviors; it was not possible to evaluate the extent to which referral bias affected these findings. Some gender differences were clearly mediated by the effects of referral source; among children with ADHD identified from nonreferred populations, girls with ADHD displayed lower levels of inattention, internalizing behavior, and peer aggression than boys with ADHD, while girls and boys with ADHD identified from clinic-referred samples displayed similar levels of impairment on these variables. CONCLUSIONS: The need for future research examining gender differences in ADHD is strongly indicated, with attention to methodological limitations of the current literature, including the potential confounding effects of referral bias, comorbidity, developmental patterns, diagnostic procedures, and rater source.     

A family process model of marital hostility, parental depressive affect, and early adolescent problem behavior: The roles of triangulation and parental warmth.

This study examined a family process model of early adolescent problem behavior in a community sample of 416 two-parent families. With family systems theory, a model was developed that suggests (a) marital hostility and parental depressive affect are conjoint familial stressors for youths, (b) youth triangulation mediates the association between marital hostility and adolescent problems, and (c) parental warmth buffers the negative effects of parental depressive affect and youth triangulation. With structural equation modeling, youth-perceived triangulation mediated the association between marital hostility and adolescent internalizing problems. Marital hostility was associated with externalizing problems. Mothers' depressive affect was associated with internalizing problems, and fathers' depressive affect was associated with internalizing and externalizing problems. Parental warmth was not a significant moderator. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parental criticism and externalizing behavior problems in adolescents: The role of environment and genotype–environment correlation.

Genetic factors are important for the association between parental negativity and child problem behavior, but it is not clear whether this is due to passive or evocative genotype–environment correlation (rGE). In this study, we applied the extended children-of-twins model to directly examine the presence of passive and evocative rGE as well as direct environmental effects in the association between parental criticism and adolescent externalizing problem behavior. The cross-sectional data come from the Twin and Offspring Study in Sweden (N = 909 pairs of adult twins) and from the Twin Study of Child and Adolescent Development (N = 915 pairs of twin children). The results revealed that maternal criticism was primarily due to evocative rGE emanating from their adolescent's externalizing behavior. On the other hand, fathers' critical remarks tended to affect adolescent problem behavior in a direct environmental way. This suggests that previously reported differences in caretaking between mothers and fathers also are reflected in differences in why parenting is associated with externalizing behavior in offspring. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Conjoint Consultation Using Self-Administered Manual and Videotape Parent-Teacher Training: Effects on Children's Behavioral Difficulties.

This research involved comparing the effectiveness of two different approaches of conjoint consultation using a manual versus a videotape series as the main components of joint training parents and teachers to treat children's behavioral difficulties. Children exhibiting externalizing or internalizing behavioral problems who attended Head Start Programs were targeted for this intervention. During the first 2 years of the project, a manual-based program was conducted. The last 3 years of the project involved delivery of the parent-teacher training program through a series of videotapes and accompanying manuals. Children were randomly assigned to either an experimental or no treatment control group. The effectiveness of the intervention within the experimental group was assessed primarily through a pretest-posttest, experimental-control, group repeated-measures design. Direct behavioral observations did not indicate clinically relevant improvements in behavior; however, parents' and teachers' goal attainment reports characterized students as meeting their overall behavior goals. Parents and teachers also reported high rates of treatment acceptability and satisfaction with the manual and videotape treatment programs... (PsycINFO Database Record (c) 2011 APA, all rights reserved)