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.

Remote population-based intervention for disruptive behavior at age four: study protocol for a randomized trial of Internet-assisted parent training (Strongest Families Finland-Canada)

“…Population-based birth cohort studies have shown that childhood psychiatric problems are developmental precursors for a wide range of negative outcomes indicating risk of marginalization including peer rejection, school failure, psychopathology, substance abuse and criminality [4], and the prognoses are often poor [5-14]. Approximately half of those children whom have been identified as aggressive with externalizing behaviour at preschool age eventually develop persistent problems [15,16] and there seems to be a developmental trajectory of early onset ODD that leads to Conduct Disorder (CD) in a proportion of these children [7]. In children, ODD has also been linked to parental depression [17,18], family dysfunction [18], and impairments in parental work performance [19].…”

A Longitudinal Study of Fathers’ and Young Children’s Depressive Symptoms

“…Future studies should examine possible mechanisms to provide a deeper understanding of the effects of paternal depression on children. Finally, this sample only included children with significant behavior problems; while this is a very important group, as they are at heightened risk for developing internalizing symptoms (e.g., Fischer et al, 1984; Lavigne et al, 1998), results may differ infamilies where children do not exhibit behavioral difficulties.…”

“…Preschoolers with externalizing problems have been found to have higher levels of concurrent internalizing symptoms (Burlaka, Bermann, & Graham-Bermann, 2015; Gilliom & Shaw, 2004) and developmore internalizing symptoms later on (Fischer, Rolf, Hasazi, & Cummings, 1984; Gilliom & Shaw, 2004; Lavigne et al, 1998). In addition, children’s dysthymic symptoms have been found to last longer (by nearly 2 ½ years) when they experience comorbid externalizing problems (Kovacs, Obrosky, Gatsonis, & Richards, 1997).…”

The Little Hulton Project: A Pilot Child Clinical Psychology Service for Pre‐School Children and their Families

“…The value of early detection and identi®cation of problems and consequent intervention with young children and their families has been recognised for many years. Studies suggest that children with early externalising problems are more likely than comparison children without such early symptoms to have dif®culties in behavioural control in early school years to middle childhood (Richman, Stevenson, & Graham, 1982;Fisher et al, 1984;Campbell & Ewing, 1990). In line with these studies, intervention in the pre-school years can be seen as a primary preventative strategy (Goldstein, 1977;Blair, 1992).…”