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Executive control and dimensions of problem behaviors in preschool children

Espy, Kimberly Andrews ; Sheffield, Tiffany D. ; Wiebe, Sandra A. ; Clark, Caron A.C. ; Moehr, Matthew J.

Journal of child psychology and psychiatry, 2011-01, Vol.52 (1), p.33-46 [Periódico revisado por pares]

Oxford, UK: Blackwell Publishing Ltd

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Título:
Executive control and dimensions of problem behaviors in preschool children
Autor: Espy, Kimberly Andrews ; Sheffield, Tiffany D. ; Wiebe, Sandra A. ; Clark, Caron A.C. ; Moehr, Matthew J.
Assuntos: ADD/ADHD ; Behavior disorders ; Behavior Problems ; Behavioural problems ; Biological and medical sciences ; Child ; Child clinical studies ; Child Development ; Child psychology ; Child, Preschool ; Cognition & reasoning ; Disabilities ; disruptive behavior ; Executive control ; Executive Function ; Female ; Gender Differences ; Humans ; Laboratories ; Male ; Medical sciences ; Models, Psychological ; Neuropsychological Tests ; pre-school children ; Preschool Children ; Problem Solving ; Psychology. Psychoanalysis. Psychiatry ; psychometrics ; Psychopathology ; Psychopathology. Psychiatry ; Social behavior disorders ; Task Analysis ; Traditions
É parte de: Journal of child psychology and psychiatry, 2011-01, Vol.52 (1), p.33-46
Notas: ark:/67375/WNG-DLRR0N82-5
ArticleID:JCPP2265
istex:7F1517D57D1602E73A9E1156BD3DE72314BFDE47
Conflict of interest statement: No conflicts declared.
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
Descrição: Background: Despite the widespread recognition of the importance of executive control (EC) in externalizing psychopathology, the relation between EC and problem behavior has not been well characterized, particularly in typically developing preschoolers. Method: Using the sample, battery of laboratory tasks, and latent variable modeling methods described in Wiebe, Espy, and Charak (2008), systematic latent dimensions of parent‐rated problem behavior, measured by integrating scales from developmental and clinical traditions, were determined empirically, and then were related to EC. Results: Substantial relations between EC and problem behaviors were revealed by extracting the common variance of interest and eliminating extraneous variance, which were robust to estimated child intelligence and differed somewhat in preschool boys and girls. Conclusion: Preschool EC measured by laboratory tasks appears to tap abilities that strongly and robustly support broad control processes enabling behavioral regulation across cognitive and emotional domains.
Editor: Oxford, UK: Blackwell Publishing Ltd
Idioma: Inglês

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Executive control and dimensions of problem behaviors in preschool children

Espy, Kimberly Andrews ; Sheffield, Tiffany D. ; Wiebe, Sandra A. ; Clark, Caron A.C. ; Moehr, Matthew J.

Oxford, UK: Blackwell Publishing Ltd

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