Associations between Callous-Unemotional Traits and Peer-Rated Social Behaviors in Elementary and Middle School

• In Event: 1-097 - Elucidating the Correlates, Course, and Consequences of Early Callous-Unemotional Traits: A Developmental Science Perspective

Integrative Statement

Links between children’s behavior problems (BP) and poor peer functioning are well documented (e.g., Cooley & Fite, 2015), and there is growing evidence that callous-unemotional (CU) traits (interpersonal and affective deficits associated with antisocial behaviors and psychopathy) also confer increased risk for poor peer functioning in elementary school children (Haas, Becker, Epstein, & Frick, 2017). However, researchers have yet to examine the associations between CU traits and children’s behaviors in the classroom as assessed by their peers. Using data from a large longitudinal study of peer relationships (total n = 379, % female = 51.9, mage = 10.34), the current study addressed this gap in the literature by examining the links between CU traits and peer reports of the extent to which children are aggressive, rejected/victimized, prosocial, and sociable as assessed during the Fall and Spring semesters in each of the 5th and 6th grades.
Teachers completed the Teacher-Child Rating Scale (T-CRS) and the Teacher Report Form (TRF) at the start of 5th grade, and items from these measures were used to create measures of children’s BP and CU traits (see Table 1). Results from the two-factor CFA indicated that each latent factor had significant variances (p < .0001) and that all factor loadings were statistically significant. A chi square difference test, X2(1) = 16. 83, p < .001, indicated that a two-factor model provided superior fit to a one-factor model, suggesting that teachers can reliably differentiate BP and CU traits at this age (ϕCU/BP = .33; α = .89 and .68 respectively). Next, Structural Equation Modeling was used to estimate a latent factor for each of the peer-rated social behaviors using data from the fall and spring semesters of both the 5th (elementary school) and 6th (middle school) grades (see Figure 1). Peer nominations of social behaviors were assessed using the Extended Class Play, a peer nomination task in which participants were asked to pretend to be directors of a class play and nominate classmates for various roles (Rubin & Clark, 1983). Initial growth models indicated that a single latent variable representing children’s social behaviors in middle childhood would best characterize the data. Finally, the measurement model was expanded to include teacher-rated BP, CU traits, and covariates as predictors of peer-rated social behaviors in middle childhood.
The final structural equation model fit the data well, X2 (153) = 440.24, CFI = 0.94, RMSEA = .07, SRMR = .07. Consistent with previous literature, teacher-rated BP at the start of 5th grade was associated with more peer ratings of aggression and sociability across the 5th and 6th grades. Interestingly, teacher rated CU traits were associated with fewer prosocial behaviors, less sociability, and more peer rejection across the 5th and 6th grades. The current study is the first to examine peer perceptions of social behaviors associated with CU traits and, when taken together with research using adult-reports of social behavior, the findings suggest that children may perceive the behavioral correlates of CU traits differently than do parents or teachers.

Authors

• Nicholas Wagner, Boston University
  Presenting Author

• Kenneth H. Rubin, Department of Human Development & Quantitative Methodology, University of Maryland
  Non-Presenting Author