The relations between cluster indexes of risk and promotion and the problem behaviors of 6- and 7- year old children from economically disadvantaged families.

Ackerman, Brian P.; Schoff, Kristen; Levinson, Karen; Youngstrom, Eric A.; Izard, Carroll E.

doi:10.1037/0012-1649.35.6.1355

Cited by 42 publications

(46 citation statements)

References 52 publications

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“…The Conflict subscale (10 items, = .72) was used. In community-based samples of children, the FES Conflict scale evidences good internal consistency ( s = .66-.79; Ackerman, Schoff, Levinson, Youngstrom, & Izard, 1999;Sanford, Bingham, & Zucker, 1999) and convergent validity with observed and self-report measures of family conflict (Sanford et al, 1999) and is associated with internalizing and externalizing symptoms in nonreferred children (Ackerman et al, 1999) and with parent-child conflict, CD, and depression in this clinicreferred sample (Drabick et al, 2006). The Short Marital Adjustment Test (MAT; Locke & Wallace, 1959), a widely used 15-item, self-report measure, was used to assess the mothers' satisfaction with their current marriage or relationship ( = .87).…”

Section: Methodsmentioning

confidence: 99%

Co-Occurring ODD and GAD Symptom Groups: Source-Specific Syndromes and Cross-Informant Comorbidity

Drabick

Gadow

Loney

2008

Journal of Clinical Child & Adolescent Psychology

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Despite important clinical and nosological implications, the comorbidity of oppositional defiant disorder (ODD) and generalized anxiety disorder (GAD) has received little attention. A clinicbased sample of 243 boys (ages 6-10 years), their parents, and teachers participated in an evaluation that involved assessments of behavioral, academic, and family functioning. ODD and GAD symptom groups were defined using various combinations of mother and teacher reports. ODD symptom groups were associated with conduct disorder symptoms, and GAD symptom groups with major depressive disorder symptoms, regardless of rater. Attention deficit/ hyperactivity disorder (ADHD) symptoms were associated with ODD and GAD symptom groups; however, covarying ADHD symptoms altered few findings. The ODD+GAD symptom groups were associated with higher rates of co-occurring symptoms and risk factors within (sourcespecific syndromes) and across (cross-informant comorbidity) informants.Although comorbidity is more the rule than the exception among child emotional and behavioral disorders (Angold, Costello, & Erkanli, 1999;Lilienfeld, 2003), the cooccurrence of oppositional defiant disorder (ODD) and generalized anxiety disorder (GAD) has received relatively little attention in spite of the fact that ODD likely alters the course, correlates, and treatment response for children with GAD (Flannery-Schroeder, Suveg, Safford, Kendall, & Webb, 2004;Garland & Garland, 2001;Kendall, Panichelli-Mindel, Sugarman, & Callahan, 1997). For instance, oppositional behavior in the context of an anxiety disorder may lead to reluctance to engage in exposures and comply with treatment. In addition, parents of children with anxiety disorders report that their children's oppositional behavior is particularly difficult to manage (Garland & Garland, 2001). Unfortunately, research to date generally has examined overanxious disorder, which was replaced by GAD in the Diagnostic and Statistical Manual of Mental Disorders (4th ed.[DSM-IV]; American Psychiatric Association, 1994), and/or has combined multiple anxiety or disruptive behavior disorders (for reviews, see Angold et al., 1999;Russo & Beidel, 1994), which obscures specific relations between ODD and GAD. Copyright © Taylor & Francis Group, LLCCorrespondence should be addressed to Deborah A. G. Drabick, Department of Psychology, Temple University, Weiss Hall, 1701 North 13th Street, Philadelphia, PA 19122-6085. ddrabick@temple.edu. Publisher's Disclaimer: The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. NIH Public AccessAuthor Manuscript J Clin Child Adolesc Psychol. Author...

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Section: Methodsmentioning

confidence: 99%

Co-Occurring ODD and GAD Symptom Groups: Source-Specific Syndromes and Cross-Informant Comorbidity

Drabick

Gadow

Loney

2008

Journal of Clinical Child & Adolescent Psychology

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“…In other words, the whole is greater than the sum of the individual parts (Bergman & Magnusson, 1997). Previous studies have demonstrated that specific combinations of risk factors that cut across multiple domains better explain the association between early risk and later academic and behavioral outcomes than any single risk factor (e.g., Ackerman et al, 1999; Burchinal, Roberts, Hooper, & Zeisel, 2000; Corapci, 2008). …”

Section: Person-centered Approaches To Multiple Risksmentioning

confidence: 99%

Modeling the interplay of multilevel risk factors for future academic and behavior problems: A person-centered approach

et al. 2010

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This study identified profiles of 13 risk factors across child, family, school, and neighborhood domains in a diverse sample of children in kindergarten from 4 US locations (n = 750; 45% minority). It then examined the relation of those early risk profiles to externalizing problems, school failure, and low academic achievement in Grade 5. A person-centered approach, latent class analysis, revealed four unique risk profiles, which varied considerably across urban African American, urban white, and rural white children. Profiles characterized by several risks that cut across multiple domains conferred the highest risk for negative outcomes. Compared to a variablecentered approach, such as a cumulative risk index, these findings provide a more nuanced understanding of the early precursors to negative outcomes. For example, results suggested that urban children in single-parent homes that have few other risk factors (i.e., show at least average parenting warmth and consistency and report relatively low stress and high social support) are at quite low risk for externalizing problems, but at relatively high risk for poor grades and low academic achievement. These findings provide important information for refining and targeting preventive interventions to groups of children who share particular constellations of risk factors. KeywordsMultiple risks; risk profiles; person-centered; latent class analysis; child behavior problems Children live within multiple contexts, including the family, the school, and the neighborhood, and characteristics of those contexts contribute to the development of competence or adjustment problems (Bronfrenbrenner, 1979;Cicchetti, 1993). Although it can be useful to examine the role of individual risk factors, they seldom operate in isolation (Cicchetti, 1993). In fact, they often are highly related both within and across ecological levels (e.g., child, family, school, and neighborhood). Findings from numerous longitudinal studies support the value of a holistic/ecological approach to examining the multiple risk factors associated with children's future adjustment problems (Gorman-Smith, Tolan, & Henry, 2000;Greenberg, et al., 1999;Greenberg, Speltz, DeKlyen, & Jones, 2001;Keller, Spieker, & Gilchrist, 2005;Rutter, 1979;Sameroff & Seifer, 1990).This study assumed such a multivariate approach, in which children's characteristics and outcomes are influenced by factors including the social context of their family, the nature of NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript interactions they have with their parents, the quality of their neighborhoods, their experiences with their teachers and classmates, and the climate of their schools. Although we know that each of those factors is contributory, it is less clear how all of those factors interact to lead toward or deflect children from specific outcomes. The beginning of elementary school and the beginning of middle school represent two critical developmental time periods during which the transition in conte...

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“…More proximal environmental risk factors include psychosocial stressors (Ackerman et al, 1999;Campbell et al, 2000;Deater-Deckard et al, 1998;Shaw, Winslow, Owens, & Hood, 1998), which encompass indicators of mothers' psychological well-being, such as depressive symptoms, substance abuse, and criminal behavior, as well as mothers' lack of social support and experience with domestic violence.…”

Section: Ecological Risk Factorsmentioning

confidence: 99%

Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences.

Li‐Grining

2007

Developmental Psychology

280

250

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Existing developmental models of effortful control focus more on the roles of child characteristics and parenting and focus less on the contributions of poverty-related stressors to individual differences in children's self-regulatory competence. Using a representative sample of low-income, predominantly African American and Latino children (n ϭ 439), the author examined effortful control at ages 2-4 and again 16 months later. Delayed gratification showed moderate stability and improvement over time. Risk factors were associated with individual differences in these developmental patterns, net of child age, gender, temperament, and child-mother connectedness. Low birth weight compromised preschoolers' delayed gratification and executive control. Exposure to more sociodemographic and residential stressors jeopardized children's executive control but did not jeopardize delayed gratification.

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The relations between cluster indexes of risk and promotion and the problem behaviors of 6- and 7- year old children from economically disadvantaged families.

Cited by 42 publications

References 52 publications

Co-Occurring ODD and GAD Symptom Groups: Source-Specific Syndromes and Cross-Informant Comorbidity

Co-Occurring ODD and GAD Symptom Groups: Source-Specific Syndromes and Cross-Informant Comorbidity

Modeling the interplay of multilevel risk factors for future academic and behavior problems: A person-centered approach

Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences.

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