Follow-Up of a Preschool Epidemiological Sample: Cross-Age Continuities and Predictions of Later Adjustment with Internalizing and Externalizing Dimensions of Behavior

Abstract

The continuity of behavioral adjustment from preschool through elementary school and junior high school years was examined. 541 children aged 9-15 years from a preschool epidemiological study were relocated and behavior checklist data obtained. Analyses focused on the relationship between internalizing and externalizing behavior dimensions from the preschool to follow-up periods. It was found that preschool externalizing symptoms were positively correlated with later externalizing and internalizing symptoms in the entire sample. Preschool internalizing symptoms, however, were predictive of later internalizing symptoms only for 2-year-old girls and 5- and 6-year-old boys. Similar results were obtained for clinically disturbed preschoolers. Results are consistent with previous findings regarding the longitudinal continuity of externalizing behavior but are at odds with reports of equal or greater stability of internalizing behavior. Given the magnitude of obtained correlations, even when significant, the results support the view that discontinuity rather than continuity in behavioral adjustment from preschool to later ages is the rule. The importance of examining other mediating variables in the prediction of behavioral adjustment and the need for models of development that encompass both stability and change are discussed.

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

“…Campbell, 1994) whereas lower stability has been found for internalizing problems (e.g. Fischer et al, 1984). Youngstrom et al (2000) found low and nonsignificant stability coefficients across 2 years for internalizing problems, between pre-school and first grade.…”

“…Youngstrom et al (2000) found low and nonsignificant stability coefficients across 2 years for internalizing problems, between pre-school and first grade. However, Campbell et al (1996) found that a positive change occurred for roughly half of the children who were identified as having externalizing problems at pre-school age, and Fischer et al (1984) concluded that discontinuity of problems from pre-school age to later ages was common for both externalizing and internalizing problems. Burns et al (1995) showed that change in externalizing behaviours, both positive and negative, were common in a large community sample over a period of 12 months.…”

Évaluation économique d’un programme simulé de psychothérapie brève pour enfants présentant des troubles légers

“…Il est temps de travailler proactivement plutôt que réactivement et de mettre en place des programmes préventifs qui répondent aux besoins de base et rédui-sent ainsi la possibilité que des problèmes plus graves se développent. Le programme d'intervention proposé permettrait au système socio-sanitaire de s'impliquer plus efficacement (Wertlieb, 1988;Hickson, 1983;Fischer, 1984). Les traitements de psychothérapie brçve pourraient contribuer à améliorer la capacité du patient à rester en santé et éviter l'utilisation d'autres services médicaux, tout en prévenant l'apparition de formes plus sévères de troubles mentaux chez l'adulte 11 (Hankin, 1984;Graves, 1981).…”

“…• L'utilisation antérieure des services annonçant une surutilisation future Finney, 1989Finney, ,1991Starfield, ,1985Woodward, 1988); • Le moment de l'intervention: si le traitement psychologique est offert tôt dans l'enfance (Fischer, 1984;Goldberg, 1984;Hankin, 1984), l'effet sera plus bénéfique et l'utilisation des services va diminuer. Ceci suggère que les soins en santé mentale atténuent l'utilisation concomitante des services primaires associée aux troubles mentaux; • La perception que les parents ont de la santé mentale de leurs enfants; • Les facteurs externalisateurs chez les enfants en âge préscolaire indiquant le risque potentiel de futurs troubles de comportement (Finney, 1991;Fischer, 1984); • L'existence d'une certaine continuité entre les problèmes psychologiques identifiés tôt dans la petite enfance et ceux qui se révèlent plus tard (Campbell, 1986;Finney, 1991;Fischer, 1984;Goldberg, 1984;Larson, 1988); • La pauvreté est associée à des taux élevés de problème de santé (Campbell, 1986;Goldberg, 1984;Larson, 1988 ;Lemanek, 1984).…”

Characteristics of an infant/preschool psychiatric clinic sample: Implications for clinical assessment and nosology

“…Although little is known about the longitudinal course of diagnosed psychiatric disorders in infants and preschoolers, follow-up studies showing that early behavioral impairments enduring into later life underscore the public health importance of early identification and treatment (Bates & Bayles, 1988;Campbell & Ewing, 1990;Erickson et al, 1985;Egeland et al, 1990;Fischer, Rolf, Hasazi, & Cummings, 1984;McGee et al, 1991, Richmond et al, 1982. Longitudinal outcome studies of infants and preschoolers with psychiatric symptoms in clinical and community samples are needed to determine the naturalistic course of these early onset disorders and to clarify diagnostic nosology in this age group.…”