Deviancy training and association with deviant peers in young children: Occurrence and contribution to early-onset conduct problems

Snyder, James J.; Schrepferman, Lynn M.; Oeser, Jessica; Patterson, Gerald R.; Stoolmiller, Mike; Johnson, Kassy A.; Snyder, Abigail

doi:10.1017/s0954579405050194

Cited by 155 publications

(168 citation statements)

References 27 publications

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“…Children who lack basic social skills and fail to develop successful peer relations during school entry are at greater risk for conduct problems, peer rejection, and academic failure throughout childhood and adolescence (Brendgen, Vitaro, Bukowski, Doyle, & Markiewicz, 2001;Dishion 1990;Snyder et al, 2005). Foster children are at particularly high risk for difficulties in this area.…”

Section: Introductionmentioning

confidence: 99%

Peer Relations at School Entry: Sex Differences in the Outcomes of Foster Care

Leve¹,

Fisher²,

DeGarmo³

2007

Merrill-Palmer Quarterly

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Converging research indicates that foster children with maltreatment histories have more behavior problems and poorer peer relations than biologically reared, nonmaltreated youth. However, little is known about whether such deficits in peer relations work independently or as a result of increased behavior problems, and whether outcomes for foster children differ by sex. To address these questions, multiagent methods were used to assess peer relations at school entry among maltreated foster children and a comparison sample of low-income, nonmaltreated, biologically reared children (N = 121). Controlling for caregiver-reported behavior problems prior to school entry, results from a multigroup SEM analysis suggested that there were significant relationships between foster care status and poor peer relations at school entry and between foster care status and the level of behavior problems prior to school entry for girls only. These Sex × Foster care status interactions suggest the need for gender-sensitive interventions with maltreated foster children. Keywordsfoster care; maltreatment; peer relations; sex differences; school entry When children enter formal educational settings, they are expected to possess competencies that make it possible for them to respond to the demands of the school environment. Children who lack basic social skills and fail to develop successful peer relations during school entry are at greater risk for conduct problems, peer rejection, and academic failure throughout childhood and adolescence (Brendgen, Vitaro, Bukowski, Doyle, & Markiewicz, 2001;Dishion 1990;Snyder et al., 2005). Foster children are at particularly high risk for difficulties in this area. There are currently more than 500,000 foster care children in the United States, with more than 230,000 children entering foster care yearly (U.S. Department of Health & Human Services, 2000). Beginning in early childhood, foster children show deficits on indicators of behavioral and mental health (Pilowsky, 1995). Early placement in foster careprior to age 5-appears to be particularly detrimental to later outcomes (Keiley, Howe, Dodge, Bates, & Pettit, 2001). Once foster children enter school, they show more behavior problems than nonmaltreated, biologically reared children and fare worse than their peers on indicators of school performance, including achievement, peer competence, high school completion rates, and special education service needs (Wodarski, Kurtz, Gaudin, & Howing, 1990). Though extensive behavioral and educational disparities among foster children have been well documented, few studies have examined whether behavior problems that emerge during the preschool period lead to subsequent poor outcomes or whether foster care elicits unique effects on peer relations over and above those associated with behavior problems.Correspondence regarding this paper should be addressed to Dr. Leslie D. Leve, Oregon Social Learning Center, 160 East 4 th Avenue, Eugene, OR 97401-2426. E-mail: lesliel@oslc.org. Landsverk, Ganger, ...

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Section: Introductionmentioning

confidence: 99%

Peer Relations at School Entry: Sex Differences in the Outcomes of Foster Care

Leve¹,

Fisher²,

DeGarmo³

2007

Merrill-Palmer Quarterly

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“…Affiliation with a deviant peer group is associated with both early-and late-onset trajectories of antisocial behavior, amplifying and helping to maintain antisocial behavior manifested in childhood as well as promoting emergence of antisocial behavior during adolescence (e.g., Patterson et al 1998;Simons et al 1994;Snyder et al 2005;Vitaro et al 1997). The findings relating deviant peer influence range across a number of measurement methods as well as analytic techniques.…”

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confidence: 99%

Adolescent Self-Regulation as Resilience: Resistance to Antisocial Behavior within the Deviant Peer Context

Gardner

Dishion

Connell

2007

J Abnorm Child Psychol

255

171

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This study tests the hypothesis that self-regulation serves as a resiliency factor in buffering youth from negative influences of peer deviance in middle to late adolescence. The interactive effects between peer deviance and self-regulation were investigated on change in antisocial behavior from age 17 to 19 years in an ethnically diverse sample of adolescents. A multi-agent construct was created using adolescent, parent, and teacher reports of self-regulation and peer deviance. Results indicated that self-regulation shows convergent validity and covaries as expected with developmental patterns of adolescent antisocial behavior. Self-regulation moderated the association of peer deviance with later self-reported adolescent antisocial behavior after controlling for prior levels of antisocial behavior. The implications of these findings for models for the development of antisocial behaviors and for intervention science are discussed.

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“…Thus, we asked about individual behavior. It is important to note that although dyadic reinforcement is central to the concept of deviancy training, individual measures of deviant talk reliably tap this process and predict its effects (Dishion 2000;Snyder et al 2005). Beyond rates, our "deviant talk" items assessed enjoyment ("Who likes to talk about breaking the rule…"), and interest/attraction ("Who thinks it is funny or cool when other kids…"), thereby assessing some of the more affective and dynamic elements of deviancy training (Granic and Dishion 2003).…”

Section: Rule-breaking By Individual Dtmentioning

confidence: 99%

“…It has been linked to escalation in adolescent substance use (Dishion et al 1995), violence (Capaldi et al 2001), and child antisocial behavior (Snyder et al 2005). It also has been identified as a key mechanism of deviant peer influence in some group treatments for antisocial youth (Dishion et al 2006;Gifford-Smith et al 2005).…”

mentioning

confidence: 99%

“…Subsequent microanalytic research has clarified other features of harmful deviant conversations, including duration (Dishion 2000), attraction (Granic and Dishion 2003), and mutuality (Piehler and Dishion 2007). Snyder et al (2005) used a related videotape method to study deviancy training in kindergarteners' interactions with randomly selected peers. Average deviant talk rates predicted growth in conduct problems at home and school.…”

mentioning

confidence: 99%

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Peer-Nominated Deviant Talk Within Residential Treatment: Individual and Group Influences on Treatment Response

Zakriski

Wright

Cardoos

2011

J Abnorm Child Psychol

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This research examined deviant talk during summer residential treatment using peer nominations and extensive field observations. Participants were 239 youth (M (age) = 12.62, SD = 2.60; 67% male), nested in 26 treatment groups. Deviant talk was present in this setting, showed individual differences, and increased over time, especially for younger boys. As expected, its relationship to treatment response was moderated by peer behavior. Initial levels of individual deviant talk were related to clinical improvement, but primarily when peer deviant talk was low. Initial levels of peer deviant talk were related to higher than expected end of treatment aggression, especially for youth who were high in deviant talk. Deviant talk effects were observed for staff impressions of change and observations of aggression and adjustment. Initial antisocial behavior affected whether individual or peer levels of deviant talk more heavily influenced treatment response. Implications for clinical assessment and treatment monitoring are discussed.

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Deviancy training and association with deviant peers in young children: Occurrence and contribution to early-onset conduct problems

Cited by 155 publications

References 27 publications

Peer Relations at School Entry: Sex Differences in the Outcomes of Foster Care

Peer Relations at School Entry: Sex Differences in the Outcomes of Foster Care

Adolescent Self-Regulation as Resilience: Resistance to Antisocial Behavior within the Deviant Peer Context

Peer-Nominated Deviant Talk Within Residential Treatment: Individual and Group Influences on Treatment Response

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