Why the Son-bias in Caregiving? Testing Sex-differences in the Associations Between Paternal Caregiving and Child Outcomes in England

Studies show that fathers across Western populations tend to provide more care to sons than daughters. Following a human behavioral ecological framework, we hypothesize that son-biases in fathering may (at least in part) be due to differences in fitness returns to paternal direct investments by child’s sex. In this study, we investigate sex-differences in the associations between paternal caregiving and children’s outcomes in stable, two-parent families. Using data from the Avon Longitudinal Study of Parents and Children, we test whether paternal caregiving in early childhood is associated with different effects on children’s school test scores and behavioral difficulties by children’s sex. Overall, we find that paternal caregiving is associated with higher school test scores and lower behavioral difficulty scores, but the association between paternal caregiving and school test scores was stronger for boys. Our findings highlight possible sex-differences in returns to paternal caregiving for certain domains of child outcomes in England.

Trajectories of emotional–behavioral difficulty and academic competence: A 6-year, person-centered, prospective study of affluent suburban adolescents

This longitudinal study of affluent suburban youth (N = 319) tracked from 6th to 12th grade is parsed into two segments examining prospective associations concerning emotional–behavioral difficulties and academic achievement. In Part 1 of the investigation, markers of emotional–behavioral difficulty were used to cluster participants during 6th grade. Generalized estimating equations were then used to document between-cluster differences in academic competence from 6th to 12th grade. In Part 2 of the study, indicators of academic competence were used to cluster the same students during 6th grade, and generalized estimating equations were used to document between-cluster differences in emotional–behavioral difficulty from 6th to 12th grade. The results from Part 1 indicated that patterns of emotional–behavioral difficulty during 6th grade were concurrently associated with poorer grades and classroom adjustment with some group differences in the rate of change in classroom adjustment over time. In Part 2, patterns of academic competence during 6th grade were concurrently associated with less emotional–behavioral difficulty and some group differences in the rate of change in specific forms of emotional–behavioral difficulty over time. These results suggest that the youth sampled appeared relatively well adjusted and any emotional–behavioral–achievement difficulty that was evident at the start of middle school was sustained through the end of high school.

Do Twins Differ From Single-Born Children on Rates of Behavioral Difficulty in Early Childhood? A Study of Sibling Relationship Risk Factors

The hypothesis that twinning raises risk for behavioral difficulties in childhood is persistent, yet there is limited and inconsistent empirical evidence. Simple mean comparison without control for confounders provides data on prevalence rates but cannot provide knowledge about risk or etiology. To assess the effect of twin relationship on behavior, comparison of patterns of association with single-born siblings may be informative. Analyses of data from an Australian sample of twins and single-born children (N = 305, mean age 4 years 9 months, and a follow-up 12 months later) were undertaken. The outcome measure was the Strengths and Difficulties Questionnaire. Predictor and control measures were obtained from parent report on the sibling/co-twin relationship behavior, family demographics, and obstetric history. We assessed difference between twins and single-born children in two respects: (a) mean behavioral difficulties, and (b) patterns of association between sibling relationship and behavioral difficulties, controlling for confounders. Results showed no differences in mean levels of behavioral difficulties between twins and single-born siblings identifying the importance of statistical control for family and obstetric adversity. Differences in patterns of association were found; for twin children, conflict in their co-twin relationship predicted externalizing behaviors, while for single-born children conflict predicted internalizing behaviors. The findings of mean differences between twin and single-born children in social background, but not in behavioral difficulties, underscore the necessity of statistical control to identify risk associated with twinning compared with risk associated with family and obstetric background factors.

Stress Related Factors among Primary and Part-Time Caregiving Grandmothers of Kenyan Grandchildren

The present study examined whether the total stress experienced by 241 caregiving grandmothers was linked to levels of care provided, child behavioral difficulty, and perceived availability of emotional and instrumental support. One hundred and twenty eight of these participants adopted their orphaned grandchildren on full-time basis. The rest ( n = 113) were grandmothers providing partial parenting roles in households that also included one of these children's biological parents. The results indicated that the full-time grandmothers experienced significantly higher levels of stress than did the part-time caregivers. The total stress experienced was related to these participants' perception of child behavioral difficulty and limited instrumental support.

Comparing Language Disorders in Two Groups of Students with Severe Behavioral Disorders

This study compared two groups of students (i.e., day versus residential) with severe behavioral disorders on several language measures to determine whether more severe language deficits were present based on restrictiveness of behavioral placement. Second, types of language deficits were compared to categories of behavioral problems to see if language problems were more prevalent in different behavioral categories. No significant differences were found between groups on standardized language measures, with both groups showing receptive and expressive language deficits below normal. Students in the day program were rated higher on conversational skills by their teachers than students in the residential program. Receptive language deficits correlated with Interpersonal Difficulties and Inappropriate Behavior categories on the Behavior Evaluation Scale-2 (BBS). Differentiation of language problems according to severity or category of behavioral difficulty was inconclusive.

Mothers of Children with Asthma: Perceptions of Parenting Stress and the Mother-Child Relationship

In a study of 41 mothers of asthmatic children ranging from 8 to 13 years of age, perceived parenting stress was greater and the quality of the mother-child relationship more problematic than for a comparison group of mothers with healthy children. These mothers also perceived certain areas of behavioral difficulty in their asthmatic children that were greater than those of children in a comparative sample of mothers. The findings suggested that mothers and their asthmatic children may be at risk for a variety of individual and relational problems.