Inhibitory Control and Harsh Discipline as Predictors of Externalizing Problems in Young Children: A Comparative Study of U.S., Chinese, and Japanese Preschoolers

Olson, Sheryl L.; Tardif, Twila; Miller, Alison L.; Felt, Barbara T.; Grabell, Adam S.; Kessler, Daniel; Wang, Li; Karasawa, Mayumi; Hirabayashi, Hidemi

doi:10.1007/s10802-011-9531-5

Cited by 69 publications

(59 citation statements)

References 66 publications

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“…In numerous studies of developmental neurocognitive disorders it has been shown that poor inhibitory capacity is associated with general externalizing problem behaviors in both preschool and school-age children (Gagne et al 2011;Nigg et al 1999;Olson et al 2011). Young et al (2009) found poor inhibition to be more closely related to broadly defined externalizing problem behavior than were deficits in other executive function components, such as working memory updating and set shifting.…”

Section: Poor Inhibition and General Externalizing Problem Behaviorsmentioning

confidence: 99%

Disorganized Attachment and Inhibitory Capacity: Predicting Externalizing Problem Behaviors

Bohlin

Eninger

Brocki

et al. 2011

J Abnorm Child Psychol

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The aim of the present study was to investigate whether attachment insecurity, focusing on disorganized attachment, and the executive function (EF) component of inhibition, assessed at age 5, were longitudinally related to general externalizing problem behaviors as well as to specific symptoms of ADHD and Autism spectrum disorder (ASD), and callous-unemotional (CU) traits. General externalizing problem behaviors were also measured at age 5 to allow for a developmental analysis. Outcome variables were rated by parents and teachers. The sample consisted of 65 children with an oversampling of children with high levels of externalizing behaviors. Attachment was evaluated using a story stem attachment doll play procedure. Inhibition was measured using four different tasks. The results showed that both disorganized attachment and poor inhibition were longitudinally related to all outcome variables. Controlling for initial level of externalizing problem behavior, poor inhibition predicted ADHD symptoms and externalizing problem behaviors, independent of disorganized attachment, whereas for ASD symptoms no predictive relations remained. Disorganized attachment independently predicted CU traits.

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Section: Poor Inhibition and General Externalizing Problem Behaviorsmentioning

confidence: 99%

Disorganized Attachment and Inhibitory Capacity: Predicting Externalizing Problem Behaviors

Bohlin

Eninger

Brocki

et al. 2011

J Abnorm Child Psychol

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“…In particular, the EF skills of inhibitory control and response monitoring have been strongly implicated in externalizing problems (Olson et al, 2011; Bohlin et al, 2012) such as attention deficit hyperactivity disorder (ADHD; Barkley, 1997; Nigg, 2001; Shiels and Hawk, 2010). Although both externalizing issues and ADHD symptomology are prevalent among children experiencing prolonged psychosocial adversity (Juffer and van Ijzendoorn, 2005; Gunnar et al, 2007; Zeanah et al, 2009), it remains unclear whether differences in EFs may moderation risk for adaptive and maladaptive outcomes among children experiencing early adversity.…”

Section: Introductionmentioning

confidence: 99%

Psychosocial deprivation, executive functions, and the emergence of socio-emotional behavior problems

McDermott¹,

Troller‐Renfree²,

Vanderwert³

et al. 2013

Front. Hum. Neurosci.

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Early psychosocial deprivation can negatively impact the development of executive functions (EFs). Here we explore the impact of early psychosocial deprivation on behavioral and physiological measures (i.e., event-related potentials; ERPs) of two facets of EF, inhibitory control and response monitoring, and their associations with internalizing and externalizing outcomes in the Bucharest Early Intervention Project (BEIP; Zeanah et al., 2003). This project focuses on two groups of children placed in institutions shortly after birth and then randomly assigned in infancy to either a foster care intervention or to remain in their current institutional setting. A group of community controls was recruited for comparison. The current study assesses these children at 8-years of age examining the effects of early adversity, the potential effects of the intervention on EF and the role of EF skills in socio-emotional outcomes. Results reveal exposure to early psychosocial deprivation was associated with impaired inhibitory control on a flanker task. Children in the foster care intervention exhibited better response monitoring compared to children who remained in the institution on the error-related positivity (Pe). Moreover, among children in the foster care intervention those who exhibited larger error-related negativity (ERN) responses had lower levels of socio-emotional behavior problems. Overall, these data identify specific aspects of EF that contribute to adaptive and maladaptive socio-emotional outcomes among children experiencing early psychosocial deprivation.

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“…Erath, M. El-Sheikh, J. B. Hinnant, & E. M. Cummings, 2011; Olson et al, 2011). The association between maternal harshness and child behavior problems may reflect modeling of poor self-control, some aspect of temperamental risk transmission, or a combination of both.…”

Section: Introductionmentioning

confidence: 99%

Externalizing behavior problems among polydrug cocaine-exposed children: Indirect pathways via maternal harshness and self-regulation in early childhood.

Eiden¹,

Coles²,

Schuetze³

et al. 2014

Psychology of Addictive Behaviors

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This study examined direct and indirect associations between prenatal cocaine exposure (CE) and children’s externalizing problems in kindergarten via higher maternal harshness and lower self-regulation in early childhood. Other environmental risk variables such as child exposure to community violence and experience of hunger were used as additional predictors. The sample consisted of 216 mother-infant dyads recruited at delivery from local area hospitals (116 cocaine-exposed, 100 non-exposed). Maternal harshness was coded from observations of mother-toddler interactions at 2 years of age, and children’s self-regulation was measured at 3 years of age using several laboratory paradigms. Maternal reports of externalizing behavior problems were obtained at both time points and at kindergarten. Teacher reports were obtained and classroom observations of externalizing behaviors were conducted in the kindergarten classroom. Results indicated significant indirect associations between CE and maternal reports of externalizing problems via higher maternal harshness at 2 years and higher externalizing problems at 3 years of child age. A second indirect path from CE to externalizing problems in the school setting via higher maternal harshness at 2 years and lower self-regulation at 3 years was also significant. There were significant associations between community violence exposure and maternal reports of externalizing problems, and between hunger and externalizing problems in the school setting. Results highlight the role of parenting and self-regulation in early childhood as critical process variables in the indirect association between CE and externalizing behavior problems in kindergarten.

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Inhibitory Control and Harsh Discipline as Predictors of Externalizing Problems in Young Children: A Comparative Study of U.S., Chinese, and Japanese Preschoolers

Cited by 69 publications

References 66 publications

Disorganized Attachment and Inhibitory Capacity: Predicting Externalizing Problem Behaviors

Disorganized Attachment and Inhibitory Capacity: Predicting Externalizing Problem Behaviors

Psychosocial deprivation, executive functions, and the emergence of socio-emotional behavior problems

Externalizing behavior problems among polydrug cocaine-exposed children: Indirect pathways via maternal harshness and self-regulation in early childhood.

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