Social-emotional behavior of preschool-age children with and without developmental delays

Merrell, Kenneth W.; Holland, Melissa L.

doi:10.1016/s0891-4222(97)00018-8

Cited by 57 publications

(50 citation statements)

References 9 publications

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“…Across all preschool ages, children testing positive for CD by our criteria had worse behavior than their TD peers. This is consistent with previous clinic 7,8,[10][11][12][13] and nationally representative 16 studies.…”

Section: Discussionsupporting

confidence: 92%

“…Although there have been cross-sectional 7,8,16 and short-term follow-up studies, 10,12,18 we believe ours is the first to examine this relationship across multiple years by using a national cohort of US children. Our findings establish, on a population-level, that disparities in behavior problems among children with CD originate at the earliest stages of life.…”

Section: Discussionmentioning

confidence: 99%

“…Principal-component analysis revealed that 9 items loaded on a single construct representing behavior problems. These items asked how often the child (1) was physically aggressive, (2) was angry, (3) was impulsive, (4) was overly active, (5) paid attention (reverse coded), (6) had temper tantrums, (7) had difficulty concentrating (age 4) or was unhappy (age 5), (8) annoyed other children, and (9) destroyed things.…”

Section: Child Behaviormentioning

confidence: 99%

“…[1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16] Between 30% and 50% of children and adolescents with CD are estimated to develop mental health disorders, a risk nearly 3 times that of typically developing (TD) children. 2 Behavior problems with CD are associated with increased costs of care, 9 social isolation, 17 poor academic achievement, 17 parental stress, 7 and residential treatment placement.…”

mentioning

confidence: 99%

“…Few studies have evaluated very young children with CD, focusing instead onschool-agedchildrenandadolescents. 2 Moreover, existing data on very young children are drawn predominantly from convenience samples, 7,8,[10][11][12][13] limiting generalizability. We know of only 1 relevant study in a nationally representative sample.…”

mentioning

confidence: 99%

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Cognitive Delay and Behavior Problems Prior to School Age

2014

PEDIATRICS

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WHAT'S KNOWN ON THIS SUBJECT: Children with cognitive delay have been shown to have more behavior problems than typically developing children; however, few studies have investigated this relationship over time or among very young children. WHAT THIS STUDY ADDS:Our findings provide some of the first national, prospective evidence that having a cognitive delay may place children at risk for developing and maintaining behavior problems before school age. Early identification and intervention may improve outcomes for these children. abstract OBJECTIVE: To investigate the relationship between cognitive delay (CD) and behavior problems between ages 9 months and 5 years, while adjusting for covariates related to CD. METHODS: Data were from 4 waves of the Early Childhood LongitudinalStudy, Birth Cohort (n = 8000). Children were classified as typically developing (TD) or as having resolved, newly developed, or persistent CD between 9 and 24 months, based on scores from the Bayley Short Form-Research Edition below or above the 10th percentile. Child behavior was measured by using the Infant/Toddler Symptom Checklist (ages 9 and 24 months) and the Preschool and Kindergarten Behavior Scales (ages 4 and 5 years); children in the top 10th percentile were considered to have a behavior problem. Hierarchical linear modeling estimated the effect of CD status on children' s behavioral trajectories, adjusted for confounders.RESULTS: CD resolved for 80.3% of children between 9 and 24 months. Behavior problems at 24 months were detected in 19.3%, 21.8%, and 35.5% of children with resolved, newly developed, and persistent CD, respectively, versus 13.0% of TD children. Behavior problems increased among children with CD over time, and more so among children with persistent CD. By age 5, children with persistent CD had behavior scores moderately (0.59 SD) higher than TD children.CONCLUSIONS: Behavior problems among children with CD are slightly higher at 9 months, clearly evident by 24 months, and increase as children move toward school age. Efforts to promote the earliest identification, evaluation, and service referral may be necessary to improve outcomes for these children. Pediatrics 2014;134:e749-e757 AUTHORS:

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Child Behaviormentioning

confidence: 99%

mentioning

confidence: 99%

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confidence: 99%

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Cognitive Delay and Behavior Problems Prior to School Age

2014

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A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism

et al. 2021

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Children's preschool experiences have consequences for development. However, it is not clear how children's real‐time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real‐time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female; M = 50.14 months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end‐of‐year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real‐time language use and in the developing language abilities of children with ASD in inclusion classrooms. Lay Summary This study objectively measured associations between children's peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Children's centrality to social speech networks, regardless of ASD status, was associated with assessed language abilities.

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Automated measures of vocal interactions and engagement in inclusive preschool classrooms

Fasano,

Mitsven,

Custode

et al. 2023

Autism Research

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Classroom engagement plays a crucial role in preschoolers' development, yet the correlates of engagement, especially among children with autism spectrum disorder (ASD) and developmental delays (DD), remains unknown. This study examines levels of engagement with classroom social partners and tasks among children in three groups ASD, DD, and typical development (TD). Here, we asked whether children's vocal interactions (vocalizations to and from peers and teachers) were associated with their classroom engagement with social partners (peers and teachers) and with tasks, and whether the association between classroom engagement and vocal interactions differed between children in the ASD group and their peers in the DD and TD groups. Automated measures of vocalizations and location quantified children's vocal interactions with peers and teachers over the course of the school year. Automated location and vocalization data were used to capture both (1) children's vocal output to specific peers and teachers, and (2) the vocal input they received from those peers and teachers. Participants were 72 3–5‐year‐olds (Mage = 48.6 months, SD = 7.0, 43% girls) and their teachers. Children in the ASD group displayed lower engagement with peers, teachers, and tasks than children in the TD group; they also showed lower engagement with peers than children in the DD group. Overall, children's own vocalizations were positively associated with engagement with social partners. Thus, although children in the ASD group tend to have lower engagement scores than children in the TD group, active participation in vocal interactions appears to support their classroom engagement with teachers and peers.

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Social-emotional behavior of preschool-age children with and without developmental delays

Cited by 57 publications

References 9 publications

Cognitive Delay and Behavior Problems Prior to School Age

Cognitive Delay and Behavior Problems Prior to School Age

A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism

Automated measures of vocal interactions and engagement in inclusive preschool classrooms

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