Interactions between Callous Unemotional Behaviors and Executive Function in Early Childhood Predict later Aggression and Lower Peer-liking in Late-childhood

Abstract

Callous unemotional (CU) behaviors are linked to aggression, behavior problems, and difficulties in peer relationships in children and adolescents. However, few studies have examined whether early childhood CU behaviors predict aggression or peer-rejection during late-childhood or potential moderation of this relationship by executive function. The current study examined whether the interaction of CU behaviors and executive function in early childhood predicted different forms of aggression in late-childhood, including proactive, reactive, and relational aggression, as well as how much children were liked by their peers. Data from cross-informant reports and multiple observational tasks were collected from a high-risk sample (N=240; female=118) at ages 3 and 10 years old. Parent reports of CU behaviors at age 3 predicted teacher reports of reactive, proactive, and relational aggression, as well as lower peer-liking at age 10. Moderation analysis showed that specifically at high levels of CU behaviors and low levels of observed executive function, children were reported by teachers as showing greater reactive and proactive aggression, and were less-liked by peers. Findings demonstrate that early childhood CU behaviors and executive function have unique main and interactive effects on both later aggression and lower peer-liking even when taking into account stability in behavior problems over time. By elucidating how CU behaviors and deficits in executive function potentiate each other during early childhood, we can better characterize the emergence of severe and persistent behavior and interpersonal difficulties across development.

Associations between empathy, inhibitory control, and physical aggression in toddlerhood

“…Various studies indicated that poor inhibitory control is associated with high levels of aggressive behavior during the preschool period (Hughes et al, 2000;Raaijmakers et al, 2008;Waller, Hyde, Baskin-Sommers, & Olson, 2017). Impairments in inhibitory control have been proposed to explain the contradictory effects and null-findings regarding the association between empathy and aggression in the preschool period (Eisenberg, 2010;Eisenberg et al, 2010;Gill & Calkins, 2003;Lovett & Sheffield, 2007).…”

Psychopathological and neuropsychological endophenotypes of children with disruptive behaviour

“…Moreover, these effects were amplified in those with low levels of EF performance ratings, but at high levels of EF performance ratings, this effect was non-significant. Results from this study suggest that better EFs may serve as a protective factor for aggression and antisocial behaviour in children with elevated CU traits (Waller et al, 2017). However, other studies have found that elevated CU traits and deficits in EF are linked to more severe antisocial behaviour, including later violence and substance-abuse (Baskin-Sommers, Waller, Fish, & Hyde, 2015).…”

“…Unexpectedly, the class with the relatively highest levels of CU (Class 4) had relatively better performance on all EF measures as compared to other classes. Existing studies have been mixed with regards to EF abilities in children and youth with elevated CU traits (Sulik & Obradović, 2017;Wakschlag et al, 2018;Waller, Hyde, Baskin-Sommers, & Olson, 2017). Waller and colleagues 2017 followed a cohort of high-risk children, collecting cross-informant and observational data, and found that CU traits at age 3 predicated aggression and peer rejection at age 10.…”

Cognitive Predictors of Relational and Social Bullying, Overt Aggression, and Interpersonal Maturity in a Late Adolescent Female Sample

“…Furthermore, planning and working memory skills (cool executive functioning skills) were predictive of proactive relational bullying in a British sample of young children (ages 3-6 years; Poland et al 2016). Conversely, weaker executive functioning in a highrisk sample of preschool-age children was predictive of various forms of bullying and aggression, including relational bullying, when they reached middle childhood (Waller et al 2017). This finding was supported by another investigation in which poor central executive working memory was associated with specific social impairments, including relational bullying, in typically developing fourth and fifth grade US students (McQuade et al 2013).…”