Parenting Practices and Child Disruptive Behavior Problems in Early Elementary School

The current study investigated the parent–child relationship by examining associations between parent stress, parental discipline strategies, child disruptive behavior problems, and level of autism spectrum disorder (ASD) symptoms. A sample of 130 parents of children with ASD ages 3 to 11 years participated. Parents reported high levels of parent stress and high levels of child disruptive behavior problems. A series of mediation analyses via bootstrapping were used to examine the development of child disruptive behavior. Use of harsh and punitive parental discipline strategies mediated the link between parent stress and child disruptive behavior problems. These findings suggest that parental discipline strategies should be a central target in prevention and treatment interventions for children with ASD to reduce the emergence of child disruptive behavior problems. Reducing challenging behavior in children with ASD may improve the rate of skill acquisition and improve the parent–child relationship. Future directions for research along with clinical implications for families are discussed.

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The relations between emotional understanding, intellectual functioning, and disruptive behavior problems in elementary-school-aged children

Journal of Abnormal Child Psychology ◽

10.1007/bf02167900 ◽

1994 ◽

Vol 22 (2) ◽

pp. 205-219 ◽

Cited By ~ 84

Author(s):

Elizabeth T. Cook ◽

Mark T. Greenberg ◽

Carol A. Kusche

Keyword(s):

Elementary School ◽

Behavior Problems ◽

Disruptive Behavior ◽

Intellectual Functioning ◽

Emotional Understanding ◽

Disruptive Behavior Problems ◽

School Aged Children

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“Since his birth, I’ve always been old” the experience of being parents to children displaying disruptive behavior problems: a qualitative study

BMC Psychology ◽

10.1186/s40359-020-00465-7 ◽

2020 ◽

Vol 8 (1) ◽

Author(s):

Britt-Marie Ljungström ◽

Elisabeth Kenne Sarenmalm ◽

Ulf Axberg

Keyword(s):

Mental Health ◽

Behavior Problems ◽

Parent Training ◽

Disruptive Behavior ◽

Parenting Practices ◽

Mental Health Problems ◽

Disruptive Behavior Problems ◽

Oppositional Defiant ◽

Outpatient Group ◽

Adolescent Mental Health Service

Abstract Background Being parents of children who display disruptive behavior problems (DBP) can pose several challenges. Interventions for children with DBP are primarily outpatient group parent training (PT) programs. The purpose of this study was to explore how parents of children with disruptive behavior problems, diagnosed with oppositional defiant disorder (ODD), describe the difficulties they face in their family and parenting situations. Methods Nineteen parents of children aged 3 to 8 years who had searched for help and signed up for a parent training program provided by Child and Adolescent Mental Health Service participated in the study. Semi-structured diagnostic interviews and a modified background interview adapted for the purpose of the study were conducted before parents entered the program. All children included in the study met the DSM criteria for ODD. The interviews were audiotaped and transcribed. Thematic analysis was used to examine, identify, and report patterns of meaning in the data. The analysis was conducted inductively using a contextual approach. Results Parents described their own vulnerability, how they were affected by the parent-child interaction, and the challenges they perceived in their parenting practices. The study contributes to an understanding of the complexity that parents of children with ODD perceive in everyday life. Conclusions The parents in the study highlight the need to address parents’ own mental health problems, parental alliance, capacity for emotion regulation, perceived helplessness as parents, lack of parental strategies, sense of isolation, and absence of supportive social networks. All these factors could be important when tailoring interventions aimed to help and support parents of children who display DBP, and specifically ODD.

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The Efficacy of the Family Check-Up on Children’s Emotional and Behavior Problems in Early Elementary School

Journal of Emotional and Behavioral Disorders ◽

10.1177/1063426618806258 ◽

2018 ◽

Vol 28 (2) ◽

pp. 67-79 ◽

Cited By ~ 1

Author(s):

S. Andrew Garbacz ◽

Laura Lee McIntyre ◽

Elizabeth A. Stormshak ◽

Derek B. Kosty

Keyword(s):

Elementary School ◽

Behavior Problems ◽

Second Grade ◽

Future Research ◽

Early Elementary ◽

Teacher Report ◽

Special Services ◽

The Family ◽

Early Elementary School ◽

And Behavior

This study reports results of a randomized, controlled trial examining the efficacy of the Family Check-Up (FCU) initiated during kindergarten on teacher report of children’s emotional and behavior problems in first and second grade. Children’s emotional and behavior needs and the receipt of special services in school at pretest were examined as moderators. Participants were primary caregivers and teachers of 365 children in early elementary school. Using an intent-to-treat approach, results indicated children in the FCU condition outperformed children in a business-as-usual control condition on teacher report of emotional and behavior problems in first and second grade. Children experiencing higher levels of emotional and behavior problems at pretest benefited from the FCU more than did children who experienced lower levels of problems. There was no evidence of moderation by whether children received special services in school. Implications for family-centered interventions, study limitations, and future research directions are discussed.

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The role of attachment in the early development of disruptive behavior problems

Development and Psychopathology ◽

10.1017/s095457940000434x ◽

1993 ◽

Vol 5 (1-2) ◽

pp. 191-213 ◽

Cited By ~ 264

Author(s):

Mark T. Greenberg ◽

Matthew L. Speltz ◽

Michelle Deklyen

Keyword(s):

Risk Factor ◽

Behavior Problems ◽

Disruptive Behavior ◽

Clinical Work ◽

Disruptive Behavior Problems ◽

Parental Management ◽

Child Disruptive Behavior ◽

Family Ecology ◽

Biologic Factors

AbstractThis paper presents information pertaining to attachment processes as risk factors in the development of disruptive behavior in young children. In recognition of the fact that attachment is not the only or necessarily most important risk factor in the prediction of behavior problems, attachment is considered in the context of other domains of variables, including child biologic factors, family ecology, and parental management and socialization practices. Within the attachment domain, we describe three complementary processes that may lead to disruptive behavior: the information-processing aspects of affective-cognitive structures, the function of observable attachment patterns, and the motivational consequences of attachment security. The indirect effects of maternal representations of attachment on child disruptive behavior are also considered. Examples of protypical risk factor combinations involving attachment and other domains are provided. The implications of the attachment perspective for research and clinical work with young disruptive children are discussed.

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