Does Maternal Warmth Moderate the Effects of Birth Weight on Twins' Attention-Deficit/Hyperactivity Disorder (ADHD) Symptoms and Low IQ?

Autor/inn/en	Tully, Lucy A.; Arseneault, Louise; Caspi, Avshalom; Moffitt, Terrie E.; Morgan, Julia
Titel	Does Maternal Warmth Moderate the Effects of Birth Weight on Twins' Attention-Deficit/Hyperactivity Disorder (ADHD) Symptoms and Low IQ?
Quelle	In: Journal of Consulting and Clinical Psychology, 72 (2004) 2, S.218-226 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-006X
Schlagwörter	Behavior Problems; Twins; Mothers; Intelligence Quotient; Hyperactivity; Body Weight; Attention Deficit Disorders; Birth; Parent Child Relationship; Psychological Needs + Suchen Sie Ihr Suchwort? Twin; Zwilling; Mother; Mutter; Intelligenzquotient; Hyperaktivität; Körpergewicht; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Geburt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	The moderating effect of maternal warmth on the association between low birth weight and children's attention-deficit/hyperactivity disorder (ADHD) symptoms and low IQ was studied in 2,232 twins. Half of 5-year-old children had low birth weights, below 2,500 g. Maternal warmth, a component of expressed emotion, was coded from mothers' audiotaped descriptions of each child. Both parents and teachers rated children's ADHD symptoms, and the children were administered an IQ test. Results showed a significant interaction between children's birth weight and maternal warmth in predicting mothers' and teachers' ratings of ADHD. The interaction was not significant for IQ. The findings suggest that the effect of children's birth weight on their ADHD symptoms can be moderated by maternal warmth and that enhancing maternal warmth may prevent behavior problems among the increasing population of low-birth-weight children. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10