A Further Look at the Prognostic Power of Young Children's Reports of Depressed Mood and Feelings

Ialongo, Nicholas S.; Edelsohn, Gail A.; Kellam, Sheppard G.

doi:10.1111/1467-8624.00312

Cited by 130 publications

(118 citation statements)

References 30 publications

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“…For example, Eisenberg et al have articulated a conceptual model of the impact of emotion reactivity and emotion regulation on children's functioning (Eisenberg & Fabes, 1992;Eisenberg et al, 2000) based on earlier models proposed by Rothbart and Derryberry (1981) and others. Empirical support for the Eisenberg et al model has been reported in several studies (e.g., Ialongo et al, 2001;Eisenberg et al, 1993;Eisenberg, Fabes et al, 1997).…”

mentioning

confidence: 66%

“…Thus, over time, an emotionally reactive and/or poorly regulated child with a predisposition to display speech disfluencies (due to communicative, motoric, linguistic, or situational factors) would be more likely to experience a disfluency problem that persists, than a similarly predisposed child with less reactivity and/or better regulatory abilities. Although at present there is little empirical evidence linking emotional reactivity and regulatory skills to childhood stuttering, there is a substantial body of knowledge Ialongo et al, 2001;Eisenberg et al, 1993; Eisenberg, Fabes et al, 1997).…”

Section: Introductionmentioning

confidence: 99%

“…This is unfortunate given that emotional reactivity and regulation have been shown to influence a wide range of developmentally important outcomes such as communication (Dixon & Shore, 1997;Dixon & Smith, 2000;Karrass & Braungart-Rieker, 2003;Paul & Kellogg, 1997), school performance (Ialongo, Edelsohn, & Kellam, 2001), and psychopathology (Eisenberg et al, 1993;Eisenberg, Fabes et al, 1997) in children who do not stutter.…”

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confidence: 99%

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Relation of emotional reactivity and regulation to childhood stuttering

Karrass¹,

Walden²,

Conture³

et al. 2006

Journal of Communication Disorders

175

193

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The purpose of the present study was to examine relations between children's emotional reactivity, emotion regulation and stuttering. Participants were 65 preschool children who stutter (CWS) and 56 preschool children who do not stutter (CWNS). Parents completed the Behavior Style Questionnaire (BSQ) [McDevitt S. C., & Carey, W. B. (1978). A measure of temperament in 3-7 year old children. Journal of Child Psychology and Psychiatry and Allied Disciplines,19,[245][246][247][248][249][250][251][252][253]. Three groups of BSQ items measuring emotional reactivity, emotion regulation, and attention regulation were identified by experts in children's emotions. Findings indicated that when compared to their normally fluent peers, CWS were significantly more reactive, significantly less able to regulate their emotions, and had significantly poorer attention regulation, even after controlling for gender, age, and language abilities. Findings suggest that the relatively greater emotional reactivity experienced by preschool children who stutter, together with their relative inability to flexibly control their attention and regulate the emotions they experience, may contribute to the difficulties these children have establishing reasonably fluent speech and language.Learning outcomes-The reader should be able to (1) define emotional reactivity and emotion regulation, (2) explain how emotional reactivity and emotion regulation relate to preschool stuttering, and (3) understand recent empirical evidence linking reactivity and regulation to preschool stuttering.Despite an extensive literature in psychology regarding emotional reactivity and regulation (see Eisenberg & Fabes, 1992, for a review) and an equally extensive literature in speechlanguage pathology regarding stuttering (e.g., Bloodstein, 1995; Conture, 2001; Guitar, 1998), in recent years there has been relatively little intersection between speech-language pathology approaches to stuttering and psychological approaches to emotion, stress and coping (for early, notable exceptions, see Fitzsimons, 1960, and Brutten & Shoemaker, 1967). This is unfortunate given that emotional reactivity and regulation have been shown to influence a wide range of developmentally important outcomes such as communication (Dixon & Shore, 1997;Dixon & Smith, 2000;Karrass & Braungart-Rieker, 2003;Paul & Kellogg, 1997), school performance (Ialongo, Edelsohn, & Kellam, 2001), and psychopathology (Eisenberg et al., 1993; Eisenberg, Fabes et al., 1997) in children who do not stutter.Given the relations among emotional reactivity and regulation and communicative development, there is reason to expect that reactivity and regulation may influence childhood stuttering, or at least possibly exacerbate or maintain the problem. This expectation is consistent with recent reviews and findings from empirical studies regarding the emotional development and behavior of children who stutter (e.g., Anderson, Pellowski, Conture & Kelly, 2003; Embrechts, Ebben, Franke & van de Poel, 1998; Wakaba, 19...

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mentioning

confidence: 66%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Relation of emotional reactivity and regulation to childhood stuttering

Karrass¹,

Walden²,

Conture³

et al. 2006

Journal of Communication Disorders

175

193

View full text Add to dashboard Cite

show abstract

“…= 1.16-2.92). More generally, the prognostic power of young children's self-reported depressive symptoms was demonstrated by Ialongo, Edelsohn, and Kellam (2001). In a sample of mostly African American children from low income families in Baltimore, they found that first grade self-reports of depressive symptoms predicted future need for and use of mental health services, future suicidal ideation, and diagnosis of major depressive disorder at age 14.…”

Section: Instrumentsmentioning

confidence: 99%

Academic Pathways between Attention Problems and Depressive Symptoms Among Urban African American Children

Herman

Lambert

Ialongo

et al. 2007

J Abnorm Child Psychol

Self Cite

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The present study investigated the pathways between attention problems and depressive symptoms, particularly the role of academic incompetence, among a community sample of urban African American children. Results supported the hypothesized path models from inattention to depressive symptoms for girls and boys. Academic performance in the spring of first grade mediated the relationship between inattention in fall of first grade and depressive symptoms in spring of 3rd grade. The effects held when controlling for conduct problems and academic competence in first grade suggesting the path was specific to attention problems rather than a more general externalizing or school readiness pathway. Implications for designing interventions and prevention strategies for children with attention problems and depressive symptoms are discussed.

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“…In general, multiinformant-reports are considered most reliable in assessment of childhood difficulties [24] and self-reports have highly contributed to our knowledge of internal states in children as young as 5 or 6 years [23]. The possibility exists, that parental report reflects the parent'smental state or the parent-child relationship in addition to the symptoms inherent in the child.…”

Section: This Was Done By Information From the Nationwide Danish Psycmentioning

confidence: 99%

The association between preschool behavioural problems and internalizing difficulties at age 10–12 years

Slemming

Sørensen

Thomsen

et al. 2010

Eur Child Adolesc Psychiatry

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A Further Look at the Prognostic Power of Young Children's Reports of Depressed Mood and Feelings

Cited by 130 publications

References 30 publications

Relation of emotional reactivity and regulation to childhood stuttering

Relation of emotional reactivity and regulation to childhood stuttering

Academic Pathways between Attention Problems and Depressive Symptoms Among Urban African American Children

The association between preschool behavioural problems and internalizing difficulties at age 10–12 years

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