Preschool Children's Observed Disruptive Behavior: Variations Across Sex, Interactional Context, and Disruptive Psychopathology

Sex differences in disruptive behavior and sensitivity to social context are documented, but the intersection between them is rarely examined empirically. This report focuses on sex differences in observed disruptive behavior across interactional contexts and diagnostic status. Preschoolers (n = 327...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	Journal of clinical child and adolescent psychology 2012-07, Vol.41 (4), p.499-507
Hauptverfasser:	Gray, Sarah A. O., Carter, Alice S., Briggs-Gowan, Margaret J., Hill, Carri, Danis, Barbara, Keenan, Kate, Wakschlag, Lauren S.
Format:	Artikel
Sprache:	eng
Schlagworte:	Age Differences At Risk Persons Attention Deficit and Disruptive Behavior Disorders - diagnosis Attention Deficit and Disruptive Behavior Disorders - psychology Behavior disorders Behavior Problems Child & adolescent psychiatry Child Behavior Child Psychology Child, Preschool Context Effect Disruptive behaviour Educational Attainment Examiners Family Income Female Females Gender Differences Humans Interaction Interpersonal Relations Male Males Marital Status Medical diagnosis Mothers Mothers - psychology Observation Parent Child Relationship Parenting - psychology Parents Preschool Children Psychiatric Status Rating Scales Psychopathology Racial Differences Sex Factors Social context Social Environment Student Behavior United States (Midwest)
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Beschreibung
Zusammenfassung:	Sex differences in disruptive behavior and sensitivity to social context are documented, but the intersection between them is rarely examined empirically. This report focuses on sex differences in observed disruptive behavior across interactional contexts and diagnostic status. Preschoolers (n = 327) were classified as nondisruptive (51%), clinically at risk (26%), and disruptive (23%) using parent and teacher reports on developmentally validated measures of disruptive behavior and impairment. Observed disruptive behavior was measured with the Disruptive Behavior Diagnostic Observation Schedule, a developmentally sensitive observational paradigm characterizing variation in preschoolers' disruptive behavior across two interactional contexts (parent and examiner). Repeated measures analyses of variance revealed a three-way interaction of child sex by diagnostic status by interactional context (F = 9.81, p
ISSN:	1537-4416 1537-4424
DOI:	10.1080/15374416.2012.675570