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...
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| Veröffentlicht in: | Journal of clinical child and adolescent psychology 2012-07, Vol.41 (4), p.499-507 |
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| container_title | Journal of clinical child and adolescent psychology |
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| creator | Gray, Sarah A. O. Carter, Alice S. Briggs-Gowan, Margaret J. Hill, Carri Danis, Barbara Keenan, Kate Wakschlag, Lauren S. |
| description | 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 |
| doi_str_mv | 10.1080/15374416.2012.675570 |
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O. ; Carter, Alice S. ; Briggs-Gowan, Margaret J. ; Hill, Carri ; Danis, Barbara ; Keenan, Kate ; Wakschlag, Lauren S.</creator><creatorcontrib>Gray, Sarah A. O. ; Carter, Alice S. ; Briggs-Gowan, Margaret J. ; Hill, Carri ; Danis, Barbara ; Keenan, Kate ; Wakschlag, Lauren S.</creatorcontrib><description>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 < .001). Disruptive boys were the only subgroup whose behavior was not sensitive to interactional context: They displayed comparable levels of disruptive behavior with parents and examiners. In contrast, disruptive girls demonstrated the strongest context effect of any group. Specifically, with the examiner, disruptive girls' behavior was comparable to nondisruptive boys (though still more elevated than nondisruptive girls). However, in interactions with their mothers, disruptive girls displayed the highest rates of disruptive behavior of any subgroup in any context, although the difference between disruptive boys and disruptive girls in this context was not statistically significant. Findings suggest the importance of sex-specific conceptualizations of disruptive behavior in young children that take patterns across social contexts into account.</description><identifier>ISSN: 1537-4416</identifier><identifier>EISSN: 1537-4424</identifier><identifier>DOI: 10.1080/15374416.2012.675570</identifier><identifier>PMID: 22540388</identifier><language>eng</language><publisher>England: Taylor & Francis Group</publisher><subject>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)</subject><ispartof>Journal of clinical child and adolescent psychology, 2012-07, Vol.41 (4), p.499-507</ispartof><rights>Copyright Taylor & Francis Group, LLC 2012</rights><rights>Copyright Routledge 2012</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c546t-dd31412d37471288d3490542f0bb57d118e9be22aa62f9e5500eeaf32f3e9bfc3</citedby><cites>FETCH-LOGICAL-c546t-dd31412d37471288d3490542f0bb57d118e9be22aa62f9e5500eeaf32f3e9bfc3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,776,780,881,27901,27902,30976,30977</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ994168$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/22540388$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Gray, Sarah A. O.</creatorcontrib><creatorcontrib>Carter, Alice S.</creatorcontrib><creatorcontrib>Briggs-Gowan, Margaret J.</creatorcontrib><creatorcontrib>Hill, Carri</creatorcontrib><creatorcontrib>Danis, Barbara</creatorcontrib><creatorcontrib>Keenan, Kate</creatorcontrib><creatorcontrib>Wakschlag, Lauren S.</creatorcontrib><title>Preschool Children's Observed Disruptive Behavior: Variations Across Sex, Interactional Context, and Disruptive Psychopathology</title><title>Journal of clinical child and adolescent psychology</title><addtitle>J Clin Child Adolesc Psychol</addtitle><description>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 < .001). Disruptive boys were the only subgroup whose behavior was not sensitive to interactional context: They displayed comparable levels of disruptive behavior with parents and examiners. In contrast, disruptive girls demonstrated the strongest context effect of any group. Specifically, with the examiner, disruptive girls' behavior was comparable to nondisruptive boys (though still more elevated than nondisruptive girls). However, in interactions with their mothers, disruptive girls displayed the highest rates of disruptive behavior of any subgroup in any context, although the difference between disruptive boys and disruptive girls in this context was not statistically significant. Findings suggest the importance of sex-specific conceptualizations of disruptive behavior in young children that take patterns across social contexts into account.</description><subject>Age Differences</subject><subject>At Risk Persons</subject><subject>Attention Deficit and Disruptive Behavior Disorders - diagnosis</subject><subject>Attention Deficit and Disruptive Behavior Disorders - psychology</subject><subject>Behavior disorders</subject><subject>Behavior Problems</subject><subject>Child & adolescent psychiatry</subject><subject>Child Behavior</subject><subject>Child Psychology</subject><subject>Child, Preschool</subject><subject>Context Effect</subject><subject>Disruptive behaviour</subject><subject>Educational Attainment</subject><subject>Examiners</subject><subject>Family Income</subject><subject>Female</subject><subject>Females</subject><subject>Gender Differences</subject><subject>Humans</subject><subject>Interaction</subject><subject>Interpersonal Relations</subject><subject>Male</subject><subject>Males</subject><subject>Marital Status</subject><subject>Medical diagnosis</subject><subject>Mothers</subject><subject>Mothers - psychology</subject><subject>Observation</subject><subject>Parent Child Relationship</subject><subject>Parenting - psychology</subject><subject>Parents</subject><subject>Preschool Children</subject><subject>Psychiatric Status Rating Scales</subject><subject>Psychopathology</subject><subject>Racial Differences</subject><subject>Sex Factors</subject><subject>Social context</subject><subject>Social Environment</subject><subject>Student Behavior</subject><subject>United States (Midwest)</subject><issn>1537-4416</issn><issn>1537-4424</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqNkk1v1DAQhiNERUvhH1QoEgc4dBd_O-EAKtsCRZVaiY-r5SSTxlU2XsbJ0j3x1-s07YpyQJz88T7zemY8SXJAyZySjLyhkmshqJozQtlcaSk1eZTsjdczIZh4vN1TtZs8DeGKEKq0yJ8ku4xJQXiW7SW_LxBC2XjfpovGtRVC9yqk50UAXEOVHruAw6p3a0g_QGPXzuPb9IdFZ3vnu5AelehDSL_C9WF62vWAthwFG918PF73h6ntHthchE18bmX7xrf-cvMs2altG-D53bqffP948m3xeXZ2_ul0cXQ2K6VQ_ayqOBWUVbFkTVmWVVzkRApWk6KQuqI0g7wAxqxVrM5BSkIAbM1ZzaNQl3w_eTf5roZiCVUJXY-2NSt0S4sb460zD5XONebSr43UUikmosHrOwP0PwcIvVm6UELb2g78EAxljAouifgPlDDGM0J0FtGXf6FXfsDYv4nShCmtIiUm6rbbCPU2b0rMOAzmfhjMOAxmGoYY9uLPmrdB978fgYMJAHTlVj75kufRapTfT7Lrao9L-8tjW5neblqPNdqudMHwf2ZwA7iCzmg</recordid><startdate>201207</startdate><enddate>201207</enddate><creator>Gray, Sarah A. O.</creator><creator>Carter, Alice S.</creator><creator>Briggs-Gowan, Margaret J.</creator><creator>Hill, Carri</creator><creator>Danis, Barbara</creator><creator>Keenan, Kate</creator><creator>Wakschlag, Lauren S.</creator><general>Taylor & Francis Group</general><general>Routledge</general><general>Routledge, Taylor & Francis Group</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>201207</creationdate><title>Preschool Children's Observed Disruptive Behavior: Variations Across Sex, Interactional Context, and Disruptive Psychopathology</title><author>Gray, Sarah A. 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O.</creatorcontrib><creatorcontrib>Carter, Alice S.</creatorcontrib><creatorcontrib>Briggs-Gowan, Margaret J.</creatorcontrib><creatorcontrib>Hill, Carri</creatorcontrib><creatorcontrib>Danis, Barbara</creatorcontrib><creatorcontrib>Keenan, Kate</creatorcontrib><creatorcontrib>Wakschlag, Lauren S.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Journal of clinical child and adolescent psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Gray, Sarah A. O.</au><au>Carter, Alice S.</au><au>Briggs-Gowan, Margaret J.</au><au>Hill, Carri</au><au>Danis, Barbara</au><au>Keenan, Kate</au><au>Wakschlag, Lauren S.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ994168</ericid><atitle>Preschool Children's Observed Disruptive Behavior: Variations Across Sex, Interactional Context, and Disruptive Psychopathology</atitle><jtitle>Journal of clinical child and adolescent psychology</jtitle><addtitle>J Clin Child Adolesc Psychol</addtitle><date>2012-07</date><risdate>2012</risdate><volume>41</volume><issue>4</issue><spage>499</spage><epage>507</epage><pages>499-507</pages><issn>1537-4416</issn><eissn>1537-4424</eissn><abstract>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 < .001). Disruptive boys were the only subgroup whose behavior was not sensitive to interactional context: They displayed comparable levels of disruptive behavior with parents and examiners. In contrast, disruptive girls demonstrated the strongest context effect of any group. Specifically, with the examiner, disruptive girls' behavior was comparable to nondisruptive boys (though still more elevated than nondisruptive girls). However, in interactions with their mothers, disruptive girls displayed the highest rates of disruptive behavior of any subgroup in any context, although the difference between disruptive boys and disruptive girls in this context was not statistically significant. Findings suggest the importance of sex-specific conceptualizations of disruptive behavior in young children that take patterns across social contexts into account.</abstract><cop>England</cop><pub>Taylor & Francis Group</pub><pmid>22540388</pmid><doi>10.1080/15374416.2012.675570</doi><tpages>9</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | 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) |
| title | Preschool Children's Observed Disruptive Behavior: Variations Across Sex, Interactional Context, and Disruptive Psychopathology |
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