The Longitudinal Relation Between Academic/Cognitive Skills and Externalizing Behavior Problems in Preschool Children.

Objective: Existing research suggests that there is a relation between academic/cognitive deficits and externalizing behavior in young children, but the direction of this relation is unclear. The present study tested competing models of the relation between academic/cognitive functioning and behavior problems during early childhood.

Method: Participants were 221 children (120 boys, 101 girls) who participated in a longitudinal study from age 3 to 6.

The interplay among preschool child and family factors and the development of ODD symptoms.

The present study examined (a) the interactions between early behavior, early parenting, and early family adversity in predicting later oppositional defiant disorder (ODD) symptoms, and (b) the reciprocal relations between parent functioning and ODD symptoms across the preschool years. Participants were 258 three-year-old children (138 boys, 120 girls) and their parents from diverse backgrounds who participated in a 4-year longitudinal study. Early child behavior, parenting, and family adversity did not significantly interact in the predicted direction.

The role of family experiences and ADHD in the early development of oppositional defiant disorder.

Objective: The present study examined the role of family experiences in the early development and maintenance of oppositional defiant disorder (ODD) symptoms in preschool-age children with behavior problems.

Method: Participants were 199 3-year-old children with behavior problems who took part in 4 annual child and family assessments.

Results: Children with behavior problems who were exposed to overreactive parenting practices, maternal depression, marital conflict, and lower family income tended to have more ODD symptoms 3 years later.