Differentiating Preschool Children with Conduct Problems and Callous-Unemotional Behaviors through Emotion Regulation and Executive Functioning. (Record no. 1592)
Differentiating Preschool Children with Conduct Problems and Callous-Unemotional Behaviors through Emotion Regulation and Executive Functioning.
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2022.
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/pmc/articles/PMC7509846/
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/pubmed/31618114
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OBJECTIVE: Callous-unemotional (CU) traits are important characteristics for identifying severe patterns of conduct problems (CP). The current study focused on a) identifying subgroups of young children displaying a combination of CP and CU behaviors and b) examining the extent to which executive functioning (EF) and emotion regulation (ER) are associated with CU behaviors. METHOD: Participants included 249 preschoolers (N = 249, 78% boys, M(age) = 4.95 years; 81% Latino/Hispanic) referred to treatment due to externalizing behavior problems. CU behaviors and CP were measured via a combination of teacher/parent rating scales. A multi-method approach was used to measure EF and ER including parent/teacher rating scales, neuropsychological, and observational tasks. RESULTS: Poorer ER as rated by parents/teachers and observed was associated with greater levels of CU behaviors. Latent profile analyses identified three subgroups of children displaying a) low CU/low CP, b) moderate CU/moderate CP, and c) high CU/high CP. Children in the high CU/high CP group were rated as having significantly poorer rated ER compared to all other groups and poorer observed ER compared to the low CU/low CP group. Exploratory analyses found that children in the high CU/high CP group displayed marginally lower levels of rated ER but significantly better EF performance on standardized neuropsychological tasks compared to children in a low CU/high CP group. CONCLUSIONS: Children with higher levels of reported CU behaviors and CP display poorer ER yet may display relatively better EF performance compared to children with lower levels of CU behaviors and CP.
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en
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