Defining the Developmental Parameters of Temper Loss in Early Childhood: Implications for Developmental Psychopathology

Autor/inn/en	Wakschlag, Lauren S.; Choi, Seung W.; Carter, Alice S.; Hullsiek, Heide; Burns, James; McCarthy, Kimberly; Leibenluft, Ellen; Briggs-Gowan, Margaret J.
Titel	Defining the Developmental Parameters of Temper Loss in Early Childhood: Implications for Developmental Psychopathology
Quelle	In: Journal of Child Psychology and Psychiatry, 53 (2012) 11, S.1099-1108 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2012.02595.x
Schlagwörter	Psychopathology; Item Response Theory; Measures (Individuals); Mental Health; Preschool Children; Questionnaires; Behavior Problems; Parent Attitudes; Psychological Patterns; Emotional Disturbances; Self Control; Child Development + Suchen Sie Ihr Suchwort? Psychopathologie; Item-Response-Theorie; Messdaten; Psychohygiene; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fragebogen; Elternverhalten; Gefühlsstörung; Selbstbeherrschung; Kindesentwicklung
Abstract	Background: Temper modulation problems are both a hallmark of early childhood and a common mental health concern. Thus, characterizing specific behavioral manifestations of temper loss along a dimension from normative misbehaviors to clinically significant problems is an important step toward identifying clinical thresholds. Methods: Parent-reported patterns of temper loss were delineated in a diverse community sample of preschoolers (n = 1,490). A developmentally sensitive questionnaire, the Multidimensional Assessment of Preschool Disruptive Behavior (MAP-DB), was used to assess temper loss in terms of tantrum features and anger regulation. Specific aims were: (a) document the normative distribution of temper loss in preschoolers from normative misbehaviors to clinically concerning temper loss behaviors, and test for sociodemographic differences; (b) use Item Response Theory (IRT) to model a "Temper Loss" dimension; and (c) examine associations of temper loss and concurrent emotional and behavioral problems. Results: Across sociodemographic subgroups, a unidimensional "Temper Loss" model fit the data well. Nearly all (83.7%) preschoolers had tantrums sometimes but only 8.6% had daily tantrums. Normative misbehaviors occurred more frequently than clinically concerning temper loss behaviors. Milder behaviors tended to reflect frustration in expectable contexts, whereas clinically concerning problem indicators were unpredictable, prolonged, and/or destructive. In multivariate models, "Temper Loss" was associated with emotional and behavioral problems. Conclusions: Parent reports on a developmentally informed questionnaire, administered to a large and diverse sample, distinguished normative and problematic manifestations of preschool temper loss. A developmental, dimensional approach shows promise for elucidating the boundaries between normative early childhood temper loss and emergent psychopathology. (Contains 4 tables and 2 figures.) (As Provided).
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Update	2017/4/10