Heterogeneity in Externalizing Problems at Age 3: Association with Age 15 Biological and Environmental Outcomes

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Autor/inn/en	Fanti, Kostas A.; Kimonis, Eva
Titel	Heterogeneity in Externalizing Problems at Age 3: Association with Age 15 Biological and Environmental Outcomes
Quelle	In: Developmental Psychology, 53 (2017) 7, S.1230-1241 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000317
Schlagwörter	Young Children; Adolescents; Behavior Problems; Biology; Environmental Influences; Antisocial Behavior; Etiology; Child Development; Toddlers; Emotional Response; Aggression; Metabolism; Physiology; Cognitive Ability; Parent Influence; Psychopathology; At Risk Persons; Mothers; Personality Traits; Depression (Psychology); Longitudinal Studies; Check Lists; Child Behavior; Questionnaires; Symptoms (Individual Disorders); Measures (Individuals); Interpersonal Competence; Self Control; Statistical Analysis; Achievement Tests; Cognitive Tests; Regression (Statistics); Child Behavior Checklist; Center for Epidemiologic Studies Depression Scale; Social Skills Rating System; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Frühe Kindheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Biologie; Environmental influence; Umwelteinfluss; Ätiologie; Kindesentwicklung; Infant; Infants; Toddler; Kleinkind; Emotionales Verhalten; Stoffwechsel; Physiologie; Denkfähigkeit; Psychopathologie; Risikogruppe; Mother; Mutter; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Checkliste; Fragebogen; Psychiatrische Symptomatik; Messdaten; Interpersonale Kompetenz; Selbstbeherrschung; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Regression; Regressionsanalyse
Abstract	Investigating heterogeneity in antisocial behavior early in life is essential for understanding the etiology, development, prognosis, and treatment of these problems. Data from the longitudinal National Institute of Child Health and Development (NICHD) study of Early Child Care were used to identify homogeneous groups of young antisocial children differentiated on externalizing problems, internalizing problems, and callous-unemotional (CU) traits using latent profile analysis (LPA). We examined how identified subgroups were differentiated on adolescent social, biological, cognitive, and environmental outcomes, controlling for dispositional and contextual antecedents during the first 2 years of life. The sample consisted of 1,167 children (52% male) followed from toddlerhood to adolescence. LPA identified a large "low problems" group (n = 795; 49.9% male) as well as 3 antisocial groups at age 3: the first scored high on internalizing and externalizing problems but low on CU traits (Ext/Int, n = 125), the second scored high on CU traits and externalizing problems but low on internalizing problems (primary CU variant, n = 135), and the third scored high on CU traits, internalizing, and externalizing problems (secondary CU variant, n = 112), and these differences persisted into adolescence. Primary and secondary CU variants were further differentiated from one another on adolescent measures of aggression (reactive and relational), biological indices (cortisol, heart rate), cognitive abilities, and parental psychopathology, after controlling for early life risk factors (i.e., maternal sensitivity, difficult temperament, and maternal depression). We discuss implications of our findings for research, theory, and practice on early childhood externalizing problems. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01