The Stability of Problem Behavior Across the Preschool Years: An Empirical Approach in the General Population

Abstract

This study examined the stability of internalizing and externalizing problems from age 1.5 to 6 years, while taking into account developmental changes in the presentation of problems. The study comprised a population-based cohort of 7,206 children (50.4 % boys). At ages 1.5, 3, and 6 years, mothers reported on problem behavior using the Child Behavior Checklist/1.5-5 (CBCL/1.5-5). At each age we performed latent profile analysis on the CBCL/1.5-5 scales. Latent transition analysis (LTA) was applied to study the stability of problem behavior. Profiles of problem behavior varied across ages. At each age, 82–87 % of the children did not have problems whereas approximately 2 % showed a profile of co-occurring internalizing and externalizing problems. This profile was more severe (with higher scores) at 6 years than at earlier ages. A predominantly internalizing profile only emerged at 6 years, while a profile with externalizing problems and emotional reactivity was present at each age. LTA showed that, based on profiles at 1.5 and 3 years, it was difficult to predict the type of profile at 6 years. Children with a profile of co-occurring internalizing and externalizing problems early in life were most likely to show problem behavior at 6 years. This study shows that the presentation of problem behavior changes across the preschool period and that heterotypic continuity of problems is very common among preschoolers. Children with co-occurring internalizing and externalizing problems were most likely to show persisting problems. The use of evidence-based treatment for these young children may prevent psychiatric problems across the life course.Electronic supplementary materialThe online version of this article (doi:10.1007/s10802-015-9993-y) contains supplementary material, which is available to authorized users.

Comorbid Development of Disruptive Behaviors from age 1½ to 5 Years in a Population Birth-Cohort and Association with School Adjustment in First Grade

“…Some studies found a higher prevalence, severity or stability of DB in boys (Bendiksen et al 2014;Keenan et al 2011;Leblanc et al 2008;Wichstrøm et al 2012), whereas others observed only weak or no gender differences Basten et al 2015;Bufferd et al 2012;Wichstrøm et al 2012). In addition, sex differences did not always refer to the same DB in the different studies.…”

Polygenic scores for schizophrenia and educational attainment are associated with behavioural problems in early childhood in the general population

“…Childhood emotional and behavioural problems are common and show moderate stability throughout childhood (Basten et al., ). Although symptoms may fluctuate over time, early childhood problems have predictive value for psychiatric disorders later in life, as well as academic performance (Van der Ende, Verhulst, & Tiemeier, ) and risk‐taking behaviour (King, Iacono, & McGue, ).…”

Preschool psychiatric disorders: homotypic and heterotypic continuity through middle childhood and early adolescence

“…A number of previous studies examine continuity of symptoms and problem behaviors in young children using parent or teacher rating scales (Egeland et al , 1990; Owens and Shaw, 2004; Briggs-Gowan et al , 2006; Mian et al , 2011; Basten et al , 2016; Carbonneau et al , 2016). However, these measures are limited compared to semi-structured diagnostic interviews in capturing the clinical significance, severity, and duration of symptoms.…”

“…Furthermore, previous work often focuses on a small number of diagnoses, typically externalizing (Speltz et al , 1999; Lavigne et al , 2001; Lahey et al , 2004; Harvey et al , 2009; Keenan et al , 2011), with only two studies on internalizing (Wichstrøm, Belsky and Berg-nielsen, 2013; Luby et al , 2014), rather than on the full range of common disorders. Finally, several previous studies examine continuity of psychopathology from preschool through the transition into kindergarten or elementary school (Speltz et al , 1999; Lahey et al , 2004; Owens and Shaw, 2004; Briggs-Gowan et al , 2006; Harvey et al , 2009; Keenan et al , 2011; Wichstrøm, Belsky and Berg-nielsen, 2013; Basten et al , 2016; Carbonneau et al , 2016), but there is a paucity of longer-term follow-ups.…”