Through a translational approach, dynamic skill theory enhances the
understanding of the variation in the behavioral and cognitive
presentations of a high-risk population—maltreated children. Two
studies illustrate the application of normative developmental constructs
from a dynamic skills perspective to samples of young maltreated and
nonmaltreated children. Each study examines the emotional and cognitive
development of maltreated children with attention to their developing
world view or negativity bias and cognitive skills. Across both studies,
maltreated children demonstrate negativity bias when compared to their
nonmaltreated counterparts. Cognitive complexity demonstrated by the
maltreated children is dependent upon a positive or negative context.
Positive problem solving is more difficult for maltreated children when
compared to their nonmaltreated counterparts. Differences by maltreatment
type, severity, timing of the abuse, and identity of the perpetrator are
also delineated, and variation in the resulting developmental trajectories
in each case is explored. This translation of dynamic skill theory, as
applied to maltreated children, enhances our basic understanding of their
functioning, clarifies the nature of their developmental differences, and
underscores the need for early intervention.This research was supported by grants from the National
Institute of Mental Health, the Roche Relief Fund, the Spencer Foundation,
and the Spunk Fund, Inc. We are especially grateful to Tracy McCabe and
Pamela Raya for their assistance and to the child and families who
participated in these investigations.