Response to Time-Out Among Preschoolers with Externalizing Behavior Problems: The Role of Callous-Unemotional Traits.

Published on Oct 1, 2018in Child Psychiatry & Human Development2.35
· DOI :10.1007/S10578-018-0788-6
Alexis Garcia8
Estimated H-index: 8
 (FIU: Florida International University), Paulo A. Graziano26
Estimated H-index: 26
 (FIU: Florida International University), Katie C. Hart12
Estimated H-index: 12
 (FIU: Florida International University)
Sources
Abstract
This study examined the role of callous-unemotional (CU) traits in preschoolers with externalizing behavior problems (EBP) and their response to time-out (TO). One hundred ninety preschoolers (76% boys, Mage = 4.92) with at-risk/clinically elevated levels of EBP participated in an 8-week summer treatment program (STP-PreK). Total number of minutes spent daily in TO for intentional aggression (IA) and repeated non-compliance (RNC) were recorded during the initial (T1) and final (T2) phases of the STP-PreK. After accounting for severity of EBP and levels of TO at T1, higher levels of CU traits predicted greater total levels of TO at T2. An interaction also emerged between symptoms of oppositional defiant disorder (ODD) and CU traits in predicting IA. Specifically, greater ODD symptoms predicted fewer number of IA related TO at T2, but only for children with low CU traits. Implications for treatment are discussed.
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#1Paulo A. Graziano (FIU: Florida International University)H-Index: 26
#2Alexis Garcia (FIU: Florida International University)H-Index: 8
Abstract While executive functioning deficits have been central to cognitive theories of Attention-Deficit Hyperactivity Disorder (ADHD), recent work has suggested that emotion dysregulation may also play a key role in understanding the impairments suffered by youth with ADHD. However, given the multiple processes involved in emotion dysregulation, the extent to which youth with ADHD are impaired across multiple domains of emotion dysregulation including: emotion recognition/understanding (ERU),...
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Background Children and adolescents with callous unemotional (CU) traits are at risk of severe and persistent antisocial behavior. It is commonly assumed that these children are difficult to treat but it has been proposed that they may benefit from being involved in interventions that go beyond typical parent training programs. Aim This systematic review sought to answer two previously unanswered questions: do interventions involving young people reduce levels of CU traits? Do CU traits predict ...
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May 1, 2016·Journal of Abnormal Child Psychology3.84
#1René Carbonneau (UdeM: Université de Montréal)H-Index: 19
#2Michel Boivin (Laval University)H-Index: 89
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Comorbidity is frequent among disruptive behaviors (DB) and leads to mental health problems during adolescence and adulthood. However, the early developmental origins of this comorbidity have so far received little attention. This study investigated the developmental comorbidity of three DB categories during early childhood: hyperactivity-impulsivity, non-compliance, and physical aggression. Joint developmental trajectories of DB were identified based on annual mother interviews from age 1œ to 5...
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#1Paulo A. Graziano (FIU: Florida International University)H-Index: 26
#2Rosmary Ros (FIU: Florida International University)H-Index: 7
Last. Alexis Garcia (FIU: Florida International University)H-Index: 8
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The goal of this study was to examine the extent to which preschoolers with externalizing behavior problems (EBP) can identify behaviors indicative of callous-unemotional (CU) traits among their peers. Participants for this study included 86 preschool children (69% boys; Mage = 5.07 years) with at-risk or clinically elevated levels of EBP who were attending a summer treatment camp. Data collected from the children, their peers, and the counselors who worked at the summer camp examined preschoole...
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It is now well established that there are important behavioral differences between conduct problem (CP) children with and without callous-unemotional traits (CU). Although various externalizing symptoms are differentially related to how youth perceive or explain their own behaviors (e.g., self-perceptions), no research has yet examined whether children with CP-only differ from children with CP/CU in how they perceive or explain their own behaviors. The current study addressed this topic by exami...
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Background: The ‘New Forest Parenting Package’ (NFPP), an 8-week home-based intervention for parents of preschoolers with attention-deficit/hyperactivity disorder (ADHD), fosters constructive parenting to target ADHD-related dysfunctions in attention and impulse control. Although NFPP has improved parent and laboratory measures of ADHD in community samples of children with ADHD-like problems, its efficacy in a clinical sample, and relative to an active treatment comparator, is unknown. The aims ...
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Abstract The conduct problems of children with callous-unemotional (CU) traits (i.e., lack of empathy, lack of guilt/lack of caring behaviors) are particularly resistant to current behavioral interventions, and it is possible that differential sensitivities to punishment and reward may underlie this resistance. Children with conduct problems and CU (CPCU) are less responsive to behavioral punishment techniques (e.g., time-out), whereas reward techniques (e.g., earning points for prizes or activi...
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Oct 1, 2021·Psychological Reports2.05
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Interest in symptoms of sluggish cognitive tempo (SCT) has led to a number of studies evaluating how these symptoms respond to treatment commonly utilized in youths with symptoms of ADHD. No study ...
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BACKGROUND Callous-unemotional (CU) traits are related to low achievement but not to deficits in verbal ability, commonly regarded as a major risk factor for poor academic outcomes in antisocial youth. This suggests that CU traits may have utility in explaining heterogeneous risk pathways for poor school performance in antisocial children. Reduced sensitivity to teacher discipline has been suggested as a potential explanation for the association between CU traits and low achievement, given its i...
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Oct 1, 2020·Psychological Reports2.05
#1Pevitr S. Bansal (Penn State Milton S. Hershey Medical Center)H-Index: 4
#2Sarah M. Haas (Penn State Milton S. Hershey Medical Center)H-Index: 4
Last. Daniel A. Waschbusch (Penn State Milton S. Hershey Medical Center)H-Index: 59
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Little research has examined how children with conduct problems and concurrent callous-unemotional traits (CPCU) emotionally and behaviorally respond to time-out. This pilot study examined the dist...
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Sep 2, 2020·Journal of Clinical Child and Adolescent Psychology4.96
#1Daniel A. Waschbusch (Penn State Milton S. Hershey Medical Center)H-Index: 59
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Last. William E. Pelham (FIU: Florida International University)H-Index: 128
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Research suggests that children with conduct problems (CP) and callous-unemotional (CU) traits show a diminished response to behavior therapy, perhaps due to a reward-oriented, punishment insensiti...
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Sep 1, 2020·Journal of Abnormal Child Psychology3.84
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#2Eva R. Kimonis (UNSW: University of New South Wales)H-Index: 40
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Recent efforts to improve access to evidence-based parent training programs using online delivery have largely neglected findings that young children with callous-unemotional (CU)-type conduct problems receive less benefit from parent training than children with conduct problems alone. The current study aimed to examine the moderating effect of child CU traits on efficacy and engagement outcomes associated with Internet-delivered Parent-Child Interaction Therapy (iPCIT) versus standard, clinic-b...
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Apr 1, 2020·Journal of Abnormal Child Psychology3.84
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Callous – unemotional (CU) traits are a key factor in understanding the persistence and severity of conduct problems. Most research has used confirmatory factor analysis (CFA) to examine the structure of CU traits; however, most CFA models have yielded marginally acceptable fit, and little research has examined the structure of CU traits in preschool. This gap highlights the need for a more nuanced approach in understanding the structure of CU traits during preschool via statistical examination ...
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