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Tracy Magee
Sister Callista Roy
Purpose. To examine the impact of early childhood risk factors on school-age child behavior. Identifying
the relationships of risk factors in early childhood contributing to behavior problems in school age-children can effectively target interventions during pediatric primary care encounters.
Methods. An 8-year longitudinal, retrospective secondary analysis using a sample of children (N = 721)
from the National Longitudinal Survey of Youth 1979 (NLSY79).
Results. A logistic regression model prediction was significant (R2 = 0.62, p < .001) though modest with
overall behavior problems predicted at 62.5% with sensitivity problems. Adjusted odds ratios indicate a
young boy with a difficult temperament was two times more likely to have behavior problems at school
age. The same boy with a less able mother was eight times more likely to have problem behavior at
school age.
Implications for practice. There are significant risk factors in early childhood that predict school-age
behavior problems even in a non-clinical sample. All families deserve ongoing behavioral screening and
assessment.
Background
According to retrospective studies,
disruptive and violent adolescents
have often had behavior problems
during the preschool years (Keenan &
Wakschlag, 2002). In spite of this,
behavior problems in young children
have not been well described.
Campbell (1995) describes preschool
behavior in two dimensions; internalizing and externalizing. Examples of
internalizing behaviors are depression,
withdrawal, and anxiety; examples of
externalizing behaviors are attention,
self-regulation, aggression, and noncompliance. It is generally accepted
that behavior problems with the severity and consistency to alter normal
development are considered to be
clinically significant (Keenan &
Wakschlag, 2000).
Patterson, Mockford, Barlow,
Pyper, and Stewart-Brown (2002)
Theoretical Framework
The Transactional Model of Child
Development was first articulated by
Sameroff and Chandler (1975) and
developed from studies that showed
negative developmental outcomes
could not be entirely explained by the
presence of biologic insult, unless the
insult was severe enough to leave
clear biologic damage. The developmental outcomes could only be
explained by understanding the transaction between the content of the
childs behavior and the context of
that behavior (Parker, Greer, &
Zuckerman, 1988).
The transactional model describes
the development of the infant or child
as occurring within the context of the
environment and that the environment
transacts with the infant over time to
produce developmental outcomes
(Sameroff & Mackenzie, 2003). To
predict an outcome, both the childs
individual characteristics and the
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Risk Factors
Child. Current research suggests
that individual characteristics such as
gender, developmental level, and temperament may play significant role in
behavior problems. For example,
boys exhibit more externalizing behaviors (aggression) and girls exhibit
more internalizing behaviors (depression) (Campbell, 1995). Bongers,
Koot, van der Enle, and Verhulst
(2003) found that in children 4 years
old to 11 years old, the number of
internalizing problems did not differ
between boys and girls. However, by
adolescence, girls were more likely to
show internalizing behaviors such as
somatic complaints and social withdrawal. In addition, Baker and colleagues (2003) studied 205 families
with 3-year-old children with and without developmental delays and found
that parents of children with developmental delays rated their children as
higher than their non-delayed peers
on both internalizing and externalizing
behaviors. Finally, temperament has
been linked to behavior problems
from early childhood through to adulthood (Caspi et al., 2002).
Mother. It is generally accepted
that parental characteristics and parenting styles influence child behavior,
especially problem behavior (Barry,
Dunlap, Cotten, Lochman, & Wells,
2005; Gadeyne, Ghesquiere, &
Onghena, 2004). For example, adolescent mothers are thought to be
more likely to have lower educational
attainment and live in poverty, which
sets up both mother and baby for a
whole host of additional risk factors
(Logsdon, Birkimer, Ratterman,
Cahill, & Cahill, 2002). In addition,
externalizing behaviors have been
linked to poor quality parenting, particularly harsh and punitive discipline
(Deater-Deckard & Dodge, 1997).
Brenner and Fox (1998), in a study of
more than 1,000 mothers of children
between the ages of 1 and 5 years,
found that discipline was the strongest
predictor of behavior problems even in
very young children.
Environment. Research strongly
suggests a link between quality of
the home environment and school
achievement (Bradley, Corwyn,
Buchinal, McAdoo, & Garcia, 2000),
impaired cognitive development, and
38
Table 1
Variable Selection
0-2 Years
2-4 Years
3-6 Years
7-9 Years
Temperament
Maternal Education
Home
Environment
Behavior
Problems
Development
Parenting Ability
Ethnicity
Gender
Methods
Data source. Data for this study
were drawn from the National Longitudinal Survey of Youth 1979 Children
and Young Adults (NLYS-Child), an off
shoot of the National Longitudinal
Survey of Youth 1979 (NLSY79). The
NLSY79, initiated by the Department
of Labor, Bureau of Labor Statistics,
consists of a sample of 12,686 young
men and women who were between
14 and 22 years of age in 1979 and
who have been interviewed biennially
since the surveys inception (U.S.
Department of Labor, Bureau of Labor
Statistics, 1979). Over-representation
of African Americans, Hispanics, and
economically disadvantaged nonblacks and non-Hispanics provide statistical power for subgroup analysis,
and population weights are available
to draw national inferences.
In 1986, the National Institute of
Child Health and Human Development (NICHD) began to sponsor supplemental surveys to collect data
about the children of female respondents of the NLSY79, providing a battery of cognitive, socio-emotional,
and physiological assessments as well
as family background, home environment, and health information. Data
are collected from either the mother or
the child depending on the childs age.
Mother records and child records are
linkable via the mothers identification
number. To date more than 12,000
children of the female respondents of
the NLSY79 have been interviewed.
Data from the 1992-2000 NLYS-Child
Table 2
Sample Characteristics
Child
Age
Birth Weight
Prematurity
Mean
SD
97.6 months
44.6
118.6 ounces
21.2
38.5 weeks
N
Environment
Average Total Family Income
per Year
(1994-1996)
1.9
%
Ethnicity
721
Black
150
20.8
Hispanic
163
22.8
Non-Black, Non-Hispanic
406
56.4
Gender
721
Male
355
49.3
Female
365
50.7
Chronic Illness
688
37
5.0
Requires medication
31
4.0
13
1.0
SD
$37,093
36,903
721
706
54.7
Partner
44
6.1
Grandmother
35
4.9
Grandfather
19
2.7
Median
706 (respondents)
26
4.7
Three
131
18.6
Four
281
39.8
Five
152
21.5
> Six
116
15.4
428
688
Cigarette use
150
21.8
Alcohol
200
29.0
Marijuana
0.7
114
26.6
Cocaine
.07
Two
145
33.9
Mother
Mean
SD
Three
99
23.1
Age
29.4 years
2.7
Four
44
10.3
Education
13.1 years
2.5
Five or more
26
6.1
Ethnicity
721
Black
150
20.8
Hispanic
163
22.8
Non-Black, Non-Hispanic
406
56.4
Married
509
70.0
Occupation
721
Professional
318
44.2
51
1.6
Sales Worker/Clerical
119
6.9
Craftsman
146
20.5
Manager
Armed Forces
0.7
40
6.8
0.1
Service Worker
86
9.1
Private Household
10
0.1
Operatives/Laborers
Farmers
39
Table 3
Predictors
Concept
Description
Measure
Mean
SD
Child Gender
Sex of Child
Male or Female
721
Early
Temperament
Temperamental
Characteristics:
Activity, Predictability,
Fearfulness, Sociability,
Negativity, Positive
Affect, Compliance,
Difficulty
Assessment: How My
Infant/Toddler Usually
Acts Difficult
composite 1992
(k = 49, = .94)
721
46.2
12.7
Development
645
76.9
58.2
Maternal Age
Age in Years
721
29.4
22
Maternal
Educational
Level
Average Highest
Grade of Schooling
Completed
Average Highest
Grade Completed by
Mother in 1992-1994
705
13.0
2.5
Parenting Ability
Ability of Mother to
Provide Positive or
Nurturing Interaction
as Measured by the
HOME Scale,
Emotional Stimulation
Subscale
It is generally accepted that parents and parenting style influence child behavior (Barry et al.,
2005).
HOME Scale
Emotional Stimulation
Subscale 1994 and
1996 (k= 23, =.88)
645
136.8
51.3
Total Family
Income
455
42,108
36,903
Home
Environment
Physical Quality of
Home, as Measured
by HOME-SF
Cognitive Stimulation
Subscale (Bradley et
al., 2000).
645
180.6
66.7
40
Table 4
Summary of Binary Logistic Regression of Behavior Problems (N = 526)
Step 1
Variable
S.E.
Wald
df
Significance
Child Ethnicity
-.109
.123
.794
.373
.896
Gender
-.511
.199
8.007
.005*
.600
Development
-.005
.033
.019
.890
.995
Temperament
.023
.008
7.786
.005*
1.023
-.003
.045
.004
.95
.997
.001
.015
.003
.954
1.001
Mother Age
Education
Parenting Ability
Exp(B)
-.653
.348
4.607
.032*
.594
Income
.001
.001
1.776
.183
1.001
Home Environment
.471
.347
1.841
.175
1.602
*p < .050
Results
The success of prediction was significant (R2 = 0.62, p < .001), though
modest, with overall behavior problems predicted at 62.5% with sensitivity of 76%, specificity of 45%, positive
predictive value of 63% and negative
predicative value of 60%. These findings indicate that the model had the
tendency to miss children with significant problem behaviors (see Table 4).
The significant predictors were
gender (p < .011) with a beta weight
of -.511 and an odds ratio of .600,
temperament (p < .005) with a beta
weight of .023 and an adds ratio of
1.023, and parenting ability (p < .480)
with a beta weight of .653 and an odds
ratio of -.594. This analysis indicated
that young toddlers with difficult temperament regardless of gender were
2.3% times more likely to exhibit later
behavior problems. However, young
boys were 40% more likely to exhibit
problem behavior at school age.
Mothers with less parenting ability
were 41% more likely to have children
with school-age behavior problems.
No environmental risk factors were
found to be statistically significant.
The adjusted odds ratio indicated that
a young boy with a difficult temperament was two times more likely to
have behavior problems at school
age; whereas if that same boy had a
less able mother, he was eight times
more likely to have behavior problems
at school age.
Discussion
The current study provided a retrospective yet longitudinal look at identified risk factors of childhood problem
behaviors. The study sought to test a
conceptual model based on early
childhood risk factors identified by an
Implications and
Recommendations for Nursing
For nurses to affect positive
change, more attention to normal
growth and development across the
life span must be given in nursing education. As the new morbidities of
poverty, stress, and parental health
issues such as depression, threaten
child health and development (Hagan,
2001; Haggerty, 1995; Zuckerman &
Parker, 1995), nurses must be ready
to face the challenge.
Temperament. Building on the
work begun by Kang and Barnard
(Kang & Barnard, 1979; Kang, Barnard, & Oshio, 1994) and the Nursing
Child Assessment Satellite Training
(NCAST), which uses infant behavior
at feeding to assess infant-parent
interaction, the concept of temperament can be used as an organizing
vehicle to promote goodness of fit
between parent and child and as an
intervention to increase parenting
competence and ability. Preliminary
reports of the Temperament Project, a
temperament-based intervention designed to facilitate parenting operated
by the Oregon Mental Health and
Developmental Disability Services
Division, showed a significant reduction in behavior problems of preschool
children after the intervention (Koroloff, 1991).
Temperament can be useful for
operationalizing family and patient
teaching. For example, planning care
for a child who is slow to warm up will
be different than planning care for an
easy child. Helping parents identify
the temperamental style of their child
will facilitate not only normal parentchild relationships but can affect parenting a child with a chronic illness.
For example, parents of a temperamentally difficult child who has asthma and needs frequent nebulizer treatments will benefit from a nurse who
can help identify the temperamental
style of the child, and who can offer
clear suggestions that facilitate the
medical treatments.
Primary care. Mounting evidence
indicates behavior problems in childhood are a result of transaction
between child, parent, and environment. The current pediatric health
care paradigm recognizes only the
child as a client (Hagan, 2001).
Zuckerman and Parker (1995) have
demonstrated the positive child effect
of meeting maternal needs; however
this transactional model has not been
embraced by the larger pediatric community (American Academy of
Pediatrics, 2001). This study supports
the concept that addressing the needs
Conclusion
The early years of life are important
in the development of young children.
Parents in the 21st century face many
challenges. Issues such as poverty,
stress, and health issues affect the
health and development of children
and have been linked to behavior
problems in childhood. The current
pediatric health care system has not
been effective in meeting the changing needs of family. Given the hesitancy of pediatric clinicians to venture
into family issues, this study gives credence to and legitimizes the assessment of child, parents, and communi-
ty by the pediatric health care community. The transactional model identifies the bidirectional effects among
child, parent, and environment. To
effectively meet the needs of children,
pediatric clinicians must concern
themselves with family issues. It is the
aim of pediatric primary care to facilitate a happy healthy child.
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