Behavioral Self-Regulation among Children with Hyperactivity and Inattention in the First Year of School: A Population-Based Latent Profile Analysis and Links with Later ADHD Diagnosis

Autor/inn/en	Granziera, Helena; Collie, Rebecca J.; Martin, Andrew J.; Nassar, Natasha
Titel	Behavioral Self-Regulation among Children with Hyperactivity and Inattention in the First Year of School: A Population-Based Latent Profile Analysis and Links with Later ADHD Diagnosis
Quelle	In: Journal of Educational Psychology, 115 (2023) 4, S.523-538 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Collie, Rebecca J.) ORCID (Martin, Andrew J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000677
Schlagwörter	Kindergarten; Young Children; Foreign Countries; Hyperactivity; Attention Deficit Hyperactivity Disorder; Attention Control; Attention Span; Child Behavior; Self Control; Profiles; At Risk Students; Background; Educational Diagnosis; Australia + Suchen Sie Ihr Suchwort? Frühe Kindheit; Ausland; Hyperaktivität; Aufmerksamkeitstest; Selbstbeherrschung; Charakterisierung; Profilanalyse; Hintergrundinformation; Pedagogical diagnostics; Pädagogische Diagnostik; Australien
Abstract	We used latent profile analysis to identify major behavioral self-regulation profiles among children who were assessed as developmentally vulnerable in terms of hyperactivity and inattention. We examined three domains of behavioral regulation: (a) cognitive--behavioral regulation by way of learning behaviors; (b) social-behavioral regulation by way of socially responsible behaviors; and (c) emotional-behavioral regulation by way of aggressive-disruptive behaviors. We employed data from the population of New South Wales (NSW) children who were in their first year of school (viz., kindergarten) and who had been assessed as developmentally vulnerable in terms of hyperactivity and inattention in the Australian Early Development Census in 2009 (Cohort 1; N = 10,223) and 2012 (Cohort 2; N = 9,360). In both cohorts, we identified six similar profiles: the "well-regulated" (12%), "moderately-regulated" (25%), "aggressive-regulated" (7%), "mixed-unregulated" (32%), "nonaggressive-unregulated" (10%), and "aggressive-unregulated profiles" (14%). Sociodemographic characteristics were significantly associated with profile membership. For Cohort 1, we also found that the profiles differed in the extent to which children went on to receive a formal Attention Deficit/Hyperactivity Disorder (ADHD) diagnosis. Together, the findings have implications for early intervention for various behavioral self-regulation profiles among developmentally vulnerable children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01