Understanding children with Behavioral Inhibition

Espinosa-Fernández, Lourdes; García-López, Luis-Joaquín; Martínez, José Domingo Sánchez; Ordóñez-Ortega, Alfonso

doi:10.14195/1647-8606_63-2_1

Cited by 3 publications

(1 citation statement)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It can be administered on an individual or group basis to assess children at the baseline and 2 year follow-up, lasting for approximately 5 minutes. The scale has good internal consistency, convergent and discriminant validity to be administered to parents and teachers [19,43]. Scoring within the highest 85th percentile on the PBIS was adopted as the inclusion criteria, as suggested by literature [3][4][5][6].…”

Section: Methodsmentioning

confidence: 99%

Behavioral Inhibition in Childhood as A Risk Factor for Development of Social Anxiety Disorder: A Longitudinal Study

Luis-Joaquin

Espinosa-Fernández

2020

IJERPH

View full text Add to dashboard Cite

Previous research has suggested the association between behavioral inhibition (BI) and the development of social anxiety disorder in childhood. However, there is scarce research using longitudinal methodology in Spanish-speaking populations. To cover this gap, the sample comprised 73 children ranging from six to eight years who had been examined for BI two years earlier in home and school settings. Children and their parents were administered the Anxiety Disorders Interview Schedule for DSM-5-Child and Parent Versions to assess the presence of possible anxiety disorders. The results revealed the stability of BI symptomatology over time. Data also showed that BI children were almost ten times more likely to develop social anxiety disorder two years later, compared to no-BI children. As a result, findings suggest behavioral inhibition strongly predicts social anxiety disorder, making BI a logical focus for selective preventive interventions. Therefore, screening for behavioral inhibition holds promise for primary prevention.

show abstract

Section: Methodsmentioning

confidence: 99%

Behavioral Inhibition in Childhood as A Risk Factor for Development of Social Anxiety Disorder: A Longitudinal Study

Luis-Joaquin

Espinosa-Fernández

2020

IJERPH

View full text Add to dashboard Cite

show abstract

The discrepancies in parent and teacher reports of children’s behavioral inhibition provide domain-specific information about psychopathology and parenting

Sulyok,

Miklósi,

Kárpáti

et al. 2024

Front. Psychiatry

View full text Add to dashboard Cite

IntroductionBehavioral inhibition is a temperamental factor that increases the risk of internalizing disorders. Therefore, the identification of highly inhibited children is of great importance. However, informant discrepancies make this process difficult. In a cluster analytic approach, we aimed to use both parent and teacher reports of behavioral inhibition in order to gain a more detailed picture about children’s behavioral inhibition in different contexts and to characterize highly inhibited children.MethodsParents and teachers of 318 preschool children completed a questionnaire, which included the Behavioral Inhibition Questionnaire (BIQ) and the Strengths and Difficulties Questionnaire (SDQ). Parents also reported their parenting behavior on the Multidimensional Assessment of Parenting Questionnaire (MAPS). A two-step cluster analysis was conducted on BIQ parent and teacher reports, and the resulting clusters were compared on the SDQ externalizing and internalizing subscales. Multinomial logistic regression analyses were conducted separately for girls and boys to predict cluster membership based on the MAPS hostility, lax control and physical control subscales.ResultsFour clusters were identified, labelled as medium-low (ML), low-elevated (LE), elevated-elevated (EE) and high-high (HH), based on the levels of BIQ parent and teacher reports, respectively. In the HH cluster, mean scores of the SDQ internalizing subscales as reported by parents and teachers were significantly higher, and in boys but not in girls, mean scores of the SDQ externalizing subscale as reported by teachers were lower than in the other clusters. High levels of hostility predicted group membership of HH compared to LE and EE in both genders. Furthermore, in boys, lax control and physical control were also found to be significant when comparing HH to EE and LE, respectively.DiscussionOur results suggest that the joint use of parent and teacher reports on behavioral inhibition may increase the ability to identify highly inhibited children at risk of developing internalizing disorders and add to our understanding of the underpinnings of children’s inhibited behavior in different contexts.

show abstract

Behavioral Inhibition and Social Competence Through the Eyes of Parent and Teacher Informants

Fleece,

Teglasi

2024

Behavioral Sciences

View full text Add to dashboard Cite

The centrality of social competence to children’s well-being has sparked interest in documenting its correlates and precursors. Behavioral Inhibition (BI) is studied extensively as an early appearing, biologically based, temperamental disposition that places children at increased risk for maladaptive social functioning. Children with BI are characterized by the tendency to react to unfamiliarity or uncertainty with fear and to respond with avoidance or withdrawal, eventuating in missed opportunities to gain social competence (SC). Early interventions that aim to interrupt this negative cycle often rely on parents or teachers to observe BI, but they often disagree in their ratings, raising understudied but basic questions about how to translate the research findings into effective interventions. In this study, parents and teachers rated kindergarteners’ (N = 174) disposition toward fear and shyness, underpinnings of BI and SC. As expected, we found modest overlap in the classification of children into relatively High, Average, and Low BI groups based on parent and teacher ratings. Whereas about 40 percent were classified similarly, about 33 percent were discrepant in their classification by more than one category. Yet, the High BI group was at a social disadvantage (lower SC) compared to the Low BI group, even when the comparison groups only included children whose classification was discrepant. In line with the Realistic Accuracy Model of person perception, we describe a context/informant-specific conceptualization of the BI–SC connection with implications for intervention.

show abstract

Understanding children with Behavioral Inhibition

Cited by 3 publications

References 33 publications

Behavioral Inhibition in Childhood as A Risk Factor for Development of Social Anxiety Disorder: A Longitudinal Study

Behavioral Inhibition in Childhood as A Risk Factor for Development of Social Anxiety Disorder: A Longitudinal Study

The discrepancies in parent and teacher reports of children’s behavioral inhibition provide domain-specific information about psychopathology and parenting

Behavioral Inhibition and Social Competence Through the Eyes of Parent and Teacher Informants

Contact Info

Product

Resources

About