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5 - Regulatory Competence and Early Disruptive Behavior Problems: The Role of Physiological Regulation

Published online by Cambridge University Press:  02 July 2009

By
Susan D. Calkins
Edited by
Sheryl L. Olson  and
Arnold J. Sameroff
Sheryl L. Olson
Affiliation:
University of Michigan, Ann Arbor
Arnold J. Sameroff
Affiliation:
University of Michigan, Ann Arbor
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Summary

OVERVIEW

Childhood externalizing behavior problems, including aggression, inattention, and defiance, have been the focus of considerable recent theoretical and empirical work (Broidy, Nagin, Tremblay, Bates, Brame, & Dodge, 2003; Campbell, 2002; Dodge & Pettit, 2003; Hinshaw, 2002; Moffit, 1993). This emphasis is due largely to the observation that such problems are moderately stable and predictive of other, more serious kinds of disorders in middle childhood (Olson, Bates, Sandy, & Schilling, 2002) and adolescence (Moffit, Caspi, Dickson, Silva, & Stanton, 1996). Risk factors for early behavior problems include child dispositional characteristics, such as temperament and biology (Bates, Pettit, Dodge, & Ridge, 1998; Hill, Degnan, Calkins, & Keane, 2006; Shaw, Gilliom, Ingoldsby, & Nagin, 2003); family factors, such as stress, psychopathology, and negative coercive behavior (Cummings, Davies, & Campbell, 2000); and contextual factors, such as social class, peers, school experiences, and neighborhoods (Coie, Terry, Lenox, Lochman, & Hyman, 1998; Dodge et al., 2003). Despite recent efforts to understand the trajectory of early disruptive behavior problems, much remains to be known about the mechanisms that maintain, ameliorate, or exacerbate such problems very early in development (Hinshaw, 2002).

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Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems , pp. 86 - 115
Publisher: Cambridge University Press
Print publication year: 2009

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