Hostname: page-component-cd9895bd7-lnqnp Total loading time: 0 Render date: 2024-12-22T18:07:38.897Z Has data issue: false hasContentIssue false

Competence and psychopathology: Cascade effects in the NICHD Study of Early Child Care and Youth Development

Published online by Cambridge University Press:  24 June 2010

Keith B. Burt*
Affiliation:
University of Vermont
Glenn I. Roisman
Affiliation:
University of Illinois at Urbana–Champaign
*
Address correspondence and reprint requests to: Keith B. Burt, Department of Psychology, John Dewey Hall Room 340, University of Vermont, 2 Colchester Avenue, Burlington, VT 05405-0134; E-mail: [email protected].

Abstract

Existing longitudinal research on the interplay between externalizing problems, internalizing problems, and academic and social competence has documented “cascading” effects from early aggressive/disruptive behavior through impairments in competence, leading to symptoms of depression and anxiety. The primary aim of the current study was to replicate such work using the NICHD Study of Early Child Care and Youth Development while also extending the developmental window of investigation of cascades back into early childhood. Participating families (N = 1,160) completed questionnaire measures of externalizing, internalizing, and social competence (maternal report), as well as individual assessment of academic achievement, spanning five time points from age 54 months through age 15 years. A series of nested structural equation models tested predicted links across various domains of competence and psychopathology. Results were consistent with prior research, demonstrating cross-domain effects from early externalizing problems through effects on both academic and social competence into later internalizing problems. Effects held across gender and were largely unaffected by inclusion of socioeconomic status, early caregiving, and early cognitive ability as covariates in the model.

Type
Regular Articles
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Achenbach, T. M. (1966). The classification of children's psychiatric symptoms: A factor-analytic study. Psychological Monographs: General & Applied, 80, 37.Google Scholar
Achenbach, T. M. (1991a). Manual for the Child Behavior Checklist/4–18 and 1991 profile. Burlington, VT: University of Vermont, Department of Psychiatry.Google Scholar
Achenbach, T. M. (1991b). Integrative guide for the 1991 CBCL/4–18, YSR, and TRF profiles. Burlington, VT: University of Vermont, Department of Psychiatry.Google Scholar
Bayley, N. (1991). Bayley Scales of Infant Development: Standardization version (2nd ed.).New York: Psychological Corporation.Google Scholar
Box, G. E. P. (1979). Robustness in the strategy of scientific model building. In Launer, R. L. & Wilkinson, G. N. (Eds.), Robustness in statistics. New York: Academic Press.Google Scholar
Bracken, B. A. (1984). Bracken Basic Concept Scale. San Antonio, TX: Psychological Corporation.Google Scholar
Burt, K. B., Obradović, J., Long, J. D., & Masten, A. S. (2008). The interplay of social competence and psychopathology over 20 years: Testing transactional and cascade models. Child Development, 79, 359374.Google Scholar
Campbell, S. B., Shaw, D. S., & Gilliom, M. (2000). Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment. Development and Psychopathology, 12, 467488.Google Scholar
Cole, D. A. (1991). Preliminary support for a competency-based model of depression in children. Journal of Abnormal Psychology, 100, 181190.Google Scholar
Cole, D. A., & Maxwell, S. E. (2003). Testing mediational models with longitudinal data: Questions and tips in the use of structural equation modeling. Journal of Abnormal Psychology, 112, 558577.CrossRefGoogle ScholarPubMed
Conduct Problems Prevention Research Group. (1992). A developmental and clinical model for the prevention of conduct disorders: The FAST Track program. Development and Psychopathology, 4, 509527.Google Scholar
Ezpeleta, L., Keeler, G., Erkanli, A., Costello, E. J., & Angold, A. (2001). Epidemiology of psychiatric disability in childhood and adolescence. Journal of Child Psychology and Psychiatry, 42, 901914.CrossRefGoogle ScholarPubMed
Gazelle, H., & Ladd, G. W. (2003). Anxious solitude and peer exclusion: A diathesis-stress model of internalizing trajectories in childhood. Child Development, 74, 257278.Google Scholar
Gresham, F. M., & Elliott, S. N. (1990). The Social Skills Rating System. Circle Pines, MN: American Guidance Service.Google Scholar
Hektner, J. M., August, G. J., & Realmuto, G. M. (2000). Patterns and temporal changes in peer affiliation among aggressive and nonaggressive children participating in a summer school program. Journal of Clinical Child Psychology, 29, 603614.CrossRefGoogle Scholar
Hinshaw, S. P., & Anderson, C. A. (1996). Conduct and oppositional defiant disorders. In Mash, E. J. & Barkley, R. A. (Eds.), Child psychopathology (pp. 113149). New York: Guilford Press.Google Scholar
Kellam, S. G., Rebok, G. W., Mayer, L. S., Ialongo, N., & Kalodner, C. R. (1994). Depressive symptoms over first grade and their response to a developmental epidemiologically based preventive trial aimed at improving achievement. Development and Psychopathology, 6, 463481.Google Scholar
Konold, T. R., Brewster, J. C., & Pianta, R. C. (2004). The behavior of child behavior ratings: Measurement structure of the Child Behavior Checklist across time, informants, and child gender. Journal of Behavioral Disorders, 29, 372383.CrossRefGoogle Scholar
Krueger, R. F. (1999). The structure of common mental disorders. Archives of General Psychiatry, 56, 921926.CrossRefGoogle ScholarPubMed
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227238.Google Scholar
Masten, A. S., Burt, K. B., & Coatsworth, J. D. (2006). Competence and psychopathology in development. In Cicchetti, D. & Cohen, D. J. (Eds.), Developmental psychopathology (Vol. 3, 2nd ed., pp. 696738). Hoboken, NJ: Wiley.Google Scholar
Masten, A. S., & Curtis, W. J. (2000). Integrating competence and psychopathology: Pathways toward a comprehensive science of adaptation in development. Development and Psychopathology, 12, 529550.Google Scholar
Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Riley, J. R., et al. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733746.Google Scholar
Mesman, J., Bongers, I. L., & Koot, H. M. (2001). Preschool developmental pathways to preadolescent internalizing and externalizing problems. Journal of Child Psychology and Psychiatry, 42, 679689.Google Scholar
Muthén, B. O. (1989). Latent variable modeling in heterogeneous populations. Psychometrika, 54, 557585.Google Scholar
Múthen, L. K., & Múthen, B. O. (2007). Mplus user's guide (5th ed.).Los Angeles: Author.Google Scholar
NICHD Early Child Care Research Network. (1998). Early child care and self-control, compliance and problem behavior at 24 and 36 months. Child Development, 69, 11451170.Google Scholar
NICHD Early Child Care Research Network. (2002). Early child care and children's development prior to school entry: Results from the NICHD Study of Early Child Care and Youth Development. American Educational Research Journal, 39, 133164.Google Scholar
NICHD Early Child Care Research Network. (2005). Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development. New York: Guilford Press.Google Scholar
Obradović, J., Burt, K. B., & Masten, A. S. (2010). Testing a dual cascade model linking competence and symptoms over 20 years from childhood to adulthood. Journal of Clinical Child & Adolescent Psychology, 39, 90102.Google Scholar
Panak, W. F., & Garber, J. (1992). Role of aggression, rejection, and attributions in the prediction of depression in children. Development and Psychopathology, 4, 145165.Google Scholar
Patterson, G. R. (1986). Performance models for antisocial boys. American Psychologist, 41, 432444.CrossRefGoogle ScholarPubMed
Patterson, G. R., DeBaryshe, B. D., & Ramsey, E. (1989). A developmental perspective on antisocial behavior. American Psychologist, 44, 329335.Google Scholar
Patterson, G. R., Forgatch, M. S., Yoerger, K. L., & Stoolmiller, M. (1998). Variables that initiate and maintain an early-onset trajectory for juvenile offending. Development and Psychopathology, 10, 531547.CrossRefGoogle ScholarPubMed
Pickles, A., & Hill, J. (2006). Developmental pathways. In Cicchetti, D. & Cohen, D. J. (Eds.), Developmental psychopathology (Vol. 1, 2nd ed., pp. 211243). Hoboken, NJ: Wiley.Google Scholar
Rodkin, P. C., & Roisman, G. I. (2010). Antecedents and correlates of the popular-aggressive phenomenon in elementary school. Child Development, 81, 837850.Google Scholar
Satorra, A. (2000). Scaled and adjusted restricted tests in multi-sample analysis of moment structures. In Heijmans, R. D. H., Pollock, D. S. G., & Satorra, A. (Eds.), Innovations in multivariate statistical analysis: A festschrift for Heinz Neudecker (pp. 233247). London: Kluwer Academic.CrossRefGoogle Scholar
Selig, J. P., & Preacher, K. J. (2009). Mediation models for longitudinal data in developmental research. research in Human Development, 6, 144164.CrossRefGoogle Scholar
Winer, B. J. (1971). Statistical principles in experimental design. New York: McGraw–Hill.Google Scholar
Woodcock, R. W. (1990). Theoretical foundations of the WJ-R measures of cognitive ability. Journal of Psychoeducational Assessment, 8, 231258.Google Scholar
Woodcock, R. W., & Johnson, M. B. (1989). Woodcock–Johnson Psycho-Educational Battery—Revised. Allen, TX: DLM.Google Scholar