A developmental framework for distinguishing disruptive behavior from normative misbehavior in preschool children

Wakschlag, Lauren S.; Briggs‐Gowan, Margaret J.; Carter, Alice S.; Hill, Carri; Danis, Barbara; Keenan, Kate; McCarthy, Kimberly J.; Leventhal, Bennett L.

doi:10.1111/j.1469-7610.2007.01786.x

Cited by 141 publications

(126 citation statements)

References 49 publications

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“…EB may be present in 25 to 40% of preschool children, including 7 to 15% with moderate to severe presentation [4,5], but it is not easy to determine in preschoolers whether these behaviors should be considered as pathological or as a part of normal child development. Indeed, a certain level of EB can be considered typical in young children [6], as EB problems lie on a continuum from normal to pathological. Although, in some cases, symptoms of EB improve, or even disappear [7], the opposite is also observed and is more problematic.…”

Section: Introductionmentioning

confidence: 99%

Externalizing Behavior Problems in Preschoolers: Impact of an Inhibition Training

Volckaert¹,

Noel²

2017

J Psychol Abnorm

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Section: Introductionmentioning

confidence: 99%

Externalizing Behavior Problems in Preschoolers: Impact of an Inhibition Training

Volckaert¹,

Noel²

2017

J Psychol Abnorm

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“…The decision to engage in help-seeking behavior is a complex process (Schnitzer et al 2011) which is best predicted by the parents' concern and perceptions of their child's behavior as problematic and warranting intervention (Morrissy-Kane and Prinz 1999; Shanley et al 2008;Skeat et al 2010;Stiffman et al 2004). However, even professionals have difficulty distinguishing clinically significant disruptive behavior from normative levels of behavior in young children (Wakschlaq et al 2007). Therefore, it is not surprising that the relation between parental concern and help seeking is not straightforward (Skeat et al 2010).…”

Section: Introductionmentioning

confidence: 99%

Why Do Parents Seek Help When Their Children’s Behavior Is Within Normative Levels?

Forehand

Parent

Linnea

et al. 2011

J Psychopathol Behav Assess

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The purpose of this study was to address the following question: Why do parents first seek help with parenting when they report their child's disruptive behaviors are within normative levels? Two groups were selected for study from a sample of 91 parents of 3-to 6-year-olds who sought help with parenting: Parents reporting disruptive behavior problems in the normative range (n=22) or above a clinical cutoff (n=19). Logistic regression was used to examine two competing hypotheses about family variables which may account for why parents seek help when reporting normative levels of disruptive behaviors: Alternative family stress (i.e., high levels of family stress other than child disruptive behavior) and parent enhancement and validation (i.e., enhance and validate parenting although child behavior is in normal range). No support emerged for the alternative family stress hypothesis whereas multiple indicators (better use of disciplinary strategies, seeking services for a first born child, and being more highly educated) provided support for the parent enhancement and validation hypothesis.

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“…Along with rapid growth and development in early childhood, some negative behaviors, including crying easily, shouting, raging and demonstrating unexpected reactions, might temporarily appear (Özbey & Alisinanoğlu, 2009;Wakschlag et al, 2007). In addition, some other behaviors such as sleeping, eating problems, disobedience, extravagancy, lying, stubbornness, aggressiveness, timidity, fear, thumb-sucking, nail-biting, eating things like soil and lime, and avoidance of social environments can be encountered during the preschool period (Aydoğmuş, 2010;Yavuzer, 2011Yavuzer, , 2012Yörükoğlu, 2011).…”

mentioning

confidence: 99%

Views of Teachers, Parents, and Counselors toward the Preschool Version of First Step to Success Early Intervention Program (FSS-PSV) in Preventing Antisocial Behaviors

2015

EDUC SCI-THEOR PRACT

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This study aims to describe the views of teachers, parents, and FSS-PSV counselors on the Preschool Version of First Step to Success Early Intervention Program (FSS-PSV) in preventing antisocial behaviors; in addition, the implementation process and contributions from the program will also be outlined. The study was conducted in six different preschools in Eskisehir, Turkey. Participants of the study were 11 preschool teachers, 11 parents, and six FSS-PSV counselors. Data were collected through semi-structured interviews. Descriptive analysis was used in analyzing the data. As a result, children who were identified as target students of the FSS-PSV program revealed having antisocial/problem behaviors. These behaviors particularly involved physical aggression and incompetency in social skills. The majority of teachers and parents stated that those behaviors stemmed from family-related reasons. To cope with antisocial/problem behaviors, the teachers preferred to talk to a student about his/her behavior, use the in-and out-of-class break technique, and reward positive behaviors. Parents preferred talking to the child or punishing them. Qualitative findings of this study support the findings of studies on the effectiveness of FSS-PSV through quantitative methods in literature. Similarly, most of the participants in this study provided positive feedback on FSS-PSV, and changes were observed concerning the antisocial/problem behaviors of the children.

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A developmental framework for distinguishing disruptive behavior from normative misbehavior in preschool children

Abstract: Observed patterns of clinically salient behavior show promise for advancing developmentally-informed characterization of disruptive behavior within the preschool period.

Cited by 141 publications

References 49 publications

Externalizing Behavior Problems in Preschoolers: Impact of an Inhibition Training

Externalizing Behavior Problems in Preschoolers: Impact of an Inhibition Training

Why Do Parents Seek Help When Their Children’s Behavior Is Within Normative Levels?

Views of Teachers, Parents, and Counselors toward the Preschool Version of First Step to Success Early Intervention Program (FSS-PSV) in Preventing Antisocial Behaviors

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