Developmental Trajectories of Oppositional Behavior during Elementary School and Their Risk Factors

Abstract

Oppositional and defiant behavior (ODB) problems are among the most important behavior problems in school children. Understanding their trajectories during elementary school and conditional risk factors at school entry is essential for implementing effective preventive and corrective interventions. Behavior problems of a population sample (958 boys, 971 girls) attending public schools were assessed annually by teachers. Three groups were identified: High Opposition (HO; 14.5%), Moderate Opposition (MO; 37.5%), and Low Opposition (LO; 48.0%). Children on the HO trajectory were found to be different from those on the MO and LO trajectories for numerous kindergarten risk factors: a) they tended to be boys with high family adversity; b) their mothers reported low warmth and high control; c) teachers rated them high on physical aggression, opposition, hyperactivity and low anxiety. Children who are likely to have chronic ODB throughout the elementary school years can be identified in kindergarten. Preventive interventions at school entry could probably help these children.

The development of externalizing symptoms from late childhood through adolescence: A longitudinal study of Mexican-origin youth.

“…The average ODD symptom trajectory increased slightly from age 10 to 13, when symptom presentation peaked, with subsequent decreases from age 14 to 17. In contrast, previous longitudinal studies have reported gradual decreases in oppositional behavior from childhood to adolescence (Tremblay et al, 2013;van Lier et al, 2007). The developmental trajectories of irritability and defiance also diverged in subtle ways, consistent with prior research (Leadbeater & Homel, 2015).…”

The Effects of Emotion Regulation Treatment on Disruptive Behavior Problems in Children: A Randomized Controlled Trial

“…The findings are also consistent with previous research showing that interventions delivered in school settings can be effective in reducing disruptive behavior problems (Gansle, 2005;Robinson et al, 1999). Furthermore, the current sample was fairly young, with a mean age of 8.6 years, which is encouraging as previous studies have shown that the onset of oppositional behaviors is most prominent in the first years of elementary school (Frick & Matlasz, 2018;Kessler et al, 2005Kessler et al, , 2007Kim-Cohen et al, 2005;Merikangas et al, 2009;Tremblay et al, 2013) and disruptive behavior problems become more resistant to change with age (Bernazzani et al, 2001;Deković & Stoltz, 2015).…”

“…They are also at an increased risk of developing emotional problems, as children with externalizing disorders are frequently diagnosed with depression and anxiety (Jarrett & Ollendick, 2008;Wolff & Ollendick, 2006). The first years in elementary school seem to be a period of particular vulnerability, when the onset of Oppositional Defiant Disorder (ODD) is prominent and many comorbid problems seem to develop (Frick & Matlasz, 2018;Kessler et al, 2005Kessler et al, , 2007Kim-Cohen et al, 2005;Merikangas et al, 2009;Tremblay et al, 2013). It has also been shown that externalizing behavior problems become increasingly resistant to change with age (Bernazzani et al, 2001;Deković & Stoltz, 2015).…”

The Effects of Preschoolers’ Oppositional Defiant Behavior Problem Trajectory on Parental Stress and on the Preschoolers’ Self-control

“…, (Kofler, Larsen, Sarver, & Tolan, 2015;Leve, Kim, & Pears, 2005 . (Ezpeleta et al, 2014;Tremblay, Duchesne, Vitaro, & Tremblay, 2013) . (Chung, 2000).…”

“…55 Oppositional Defiant Behavior, Parenting Stress, Self-control . , (Eiden, Edwards, & Leonard, 2007;Pfiffner, McBurnett, & Rathouz, 2005), (Speltz, McClellan, DeKlyen, & Jones, 1999), (Qi & Kaiser, 2003;Tremblay et al, 2013) . , Burke, Waldman & Lahey, 2010) , Miranda, Marco, & Grau, 2007;Pelham et al, 1997).…”