Aggressive impulsive behavior is a normal characteristic of pre-school children that dissipates during middle-childhood as they develop more advanced self-regulation abilities. However, many young children with early behavioral self-regulation problems show continuity of aggressive behavior into middle childhood. Efforts will be made in this project to identify the developmental and ecological risk factors that differentiate children who show stability of behavior problems from those who have externalizing problems early but not later with specific attention to gender differences. 120 male and 120 female children will be recruited into a longitudinal study and assessed when they are 3-years old and again in the second semester of kindergarten when they will be about 5-1/2. At each age observations and testing of child and social interactions will take place in the home, in the laboratory, in the classroom, and in a group interaction setting with unfamiliar peers. In addition during the second wave the kindergarten children will be observed interacting with their familiar classmates. Cognitive-verbal skills, """"""""theory of mind,"""""""" moral development, affect and attention control, and activity level will be assessed as component subprocesses of self-regulation that influence aggressive behavior at each age. In turn, parent-child interaction and social risk factors will be assessed as influences on both persistent maladjustment and the subprocesses of self-regulation that underlay the maladjustment. Linear, additive, and transactional models will be tested of the linkage between early and later behavior problems. In the transactional model, Wave I child regulation problems are predicted to negatively affect Wave II parent and peer interaction behavior that will, in turn, exacerbate Wave II externalizing problem behavior.

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Research Project (R01)
Project #
5R01MH057489-03
Application #
6185789
Study Section
Child/Adolescent Risk and Prevention Review Committee (CAPR)
Program Officer
Tuma, Farris K
Project Start
1998-09-15
Project End
2003-05-31
Budget Start
2000-06-01
Budget End
2001-05-31
Support Year
3
Fiscal Year
2000
Total Cost
$411,624
Indirect Cost
Name
University of Michigan Ann Arbor
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
791277940
City
Ann Arbor
State
MI
Country
United States
Zip Code
48109
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Waller, Rebecca; Hyde, Luke W; Baskin-Sommers, Arielle R et al. (2017) Interactions between Callous Unemotional Behaviors and Executive Function in Early Childhood Predict later Aggression and Lower Peer-liking in Late-childhood. J Abnorm Child Psychol 45:597-609
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Chang, Hyein; Olson, Sheryl L (2016) Examining Early Behavioral Persistence as a Dynamic Process: Correlates and Consequences Spanning Ages 3-10 Years. J Abnorm Child Psychol 44:799-810
Waller, Rebecca; Hyde, Luke W; Grabell, Adam S et al. (2015) Differential associations of early callous-unemotional, oppositional, and ADHD behaviors: multiple domains within early-starting conduct problems? J Child Psychol Psychiatry 56:657-66
Choe, Daniel E; Olson, Sheryl L; Sameroff, Arnold J (2014) Effortful control moderates bidirectional effects between children's externalizing behavior and their mothers' depressive symptoms. Child Dev 85:643-58
Kuhlman, Kate R; Olson, Sheryl L; Lopez-Duran, Nestor L (2014) Predicting developmental changes in internalizing symptoms: examining the interplay between parenting and neuroendocrine stress reactivity. Dev Psychobiol 56:908-23
Mayer, Stefanie E; Abelson, James L; Lopez-Duran, Nestor L (2014) Effortful control and context interact in shaping neuroendocrine stress responses during childhood. Horm Behav 66:457-65
Choe, Daniel Ewon; Olson, Sheryl L; Sameroff, Arnold J (2013) The interplay of externalizing problems and physical and inductive discipline during childhood. Dev Psychol 49:2029-39
Choe, Daniel Ewon; Lane, Jonathan D; Grabell, Adam S et al. (2013) Developmental precursors of young school-age children's hostile attribution bias. Dev Psychol 49:2245-56

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