T. P. Beauchaine recently proposed a model of autonomic nervous system functioning that predicts divergent patterns of psychophysiological responding across disorders of disinhibition. This model was tested by comparing groups of male adolescents with attention-deficit/hyperactivity disorder (ADHD) and attention-deficit/hyperactivity disorder plus conduct disorder (CD/ADHD) with controls while performing a repetitive motor task in which rewards were administered and removed across trials. Participants then watched a videotaped peer conflict. Electrodermal responding (EDR), cardiac pre-ejection period (PEP), and respiratory sinus arrhythmia (RSA) were monitored. Compared with controls, the ADHD and CD/ADHD participants exhibited reduced EDR. The CD/ADHD group was differentiated from the ADHD and control groups on PEP and from the control group on RSA. Findings are discussed in terms of the motivational and regulational systems indexed. Implications for understanding rates of comorbidity between CD and ADHD are considered.

Although spanking of children is almost universal in U.S. society, its effects are not well understood. We examined the longitudinal relation between parental spanking and other physical punishment of preschool children and children's aggressive behavior toward peers later in kindergarten. A total of 273 boys and girls from diverse backgrounds served as subjects. The findings were consistent with a socialization model in which higher levels of severity in parental punishment practices are associated with higher levels of children's subsequent aggression toward peers. Findings indicated that children who had been spanked evidenced levels of aggression that were higher than those who had not been spanked, and children who had been the objects of violent discipline became the most aggressive of all groups. Patterns were qualified by the sexes of the parent and child and subtypes of child aggression (reactive, bullying, and instrumental). The findings suggest that in spite of parents' goals, spanking fails to promote prosocial development and, instead, is associated with higher rates of aggression toward peers.

This investigation examined differences between mothers of behavior-problem boys (MBP; n = 20) and mothers of average boys (MAB; n = 20) in processing information in compliance situations (mean ages; mothers = 30 years, children = 8 years). Mothers responded to videorecorded stimuli of child behavior cues. Compliant and oppositional stimuli were clear regarding whether the child was going to obey the mother; however, bargaining and complaining were ambiguous. MBPs made greater attributions of defiant intent toward the child and experienced more anger than did MABs in ambiguous stimulus situations. MBPs also expected more resistance from the child and experienced more anxiety than did MABs, in all stimulus situations (ambiguous and clear). Differences between group mean processing scores were greater under conditions of stimulus ambiguity than under conditions of stimulus clarity. Findings are discussed in terms of the interface of mother-child relationship history and the child's current behavioral cues.

This investigation examined differences between mothers of behavior-problem boys (MBP; n = 20) and mothers of average boys (MAB; n = 20) in processing information in compliance situations (mean ages; mothers = 30 years, children = 8 years). Mothers responded to videorecorded stimuli of child behavior cues. Compliant and oppositional stimuli were clear regarding whether the child was going to obey the mother; however, bargaining and complaining were ambiguous. MBPs made greater attributions of defiant intent toward the child and experienced more anger than did MABs in ambiguous stimulus situations. MBPs also expected more resistance from the child and experienced more anxiety than did MABs, in all stimulus situations (ambiguous and clear). Differences between group mean processing scores were greater under conditions of stimulus ambiguity than under conditions of stimulus clarity. Findings are discussed in terms of the interface of mother-child relationship history and the child's current behavioral cues.