Moderating Role of Positive Parental Practices in Associations Between Children’s Executive Function and Behavior Problems

• In Event: Poster Session 14
  In Poster Session: PS 14 Topic - Attention, Learning, Memory

Abstract

Positive parental practices have established strong associations with increased behavioral competency in children (Kaminski et al., 2008). The primary positive parenting practices that have been a focus of research include (a) parental warmth, (b) behavior management, and (c) cognitive stimulation. Parental warmth includes parenting practices that focus on providing emotional sensitivity and positive regard, which are thought to enhance children’s ability to internalize regulatory strategies (Bernier et al, 2012). Behavior management refers to parents’ efforts to reduce their child’s behavior problems and increase desired behaviors (Grusec et al., 2017). Cognitive stimulation refers to parental behaviors that provide children with opportunities and experiences that facilitate cognitive development (Valcan et al., 2018).

Executive function (EF) refers to higher order cognitive processes that aid in the regulation and monitoring of child’s behavior. Even though associations between EF and behavior problems have been established, it is still unclear if children in families with low level of positive parenting can develop strong EF and display fewer behavioral problems. Alternatively, children may experience high levels of positive parenting yet still experience variability in EF and problem behaviors. It is critical to gain insight into the extent to which positive parental practices moderate the relationship between individual EF (e.g., individuals who have a genetic predisposition to higher or lower EF) and behavior problems during the critical period of transition into elementary school.

The purpose of our study was to examine the extent to which specific parenting practices –cognitive stimulation, parental warmth, and behavior management – moderate the associations between child’s EF and behavior problems during the transition into elementary school, using data from a large nationally representative dataset (ECLS-K: 2011). We expected that in the presence of supportive parental practices children with low EF would have fewer externalizing and internalizing behavior problems. Externalizing and internalizing problems were reported by teachers and parents using the Social Skills Rating System (SSRS; Gresham & Elliott, 1990). EF was assessed with the Dimensional Change Card Sort (cognitive flexibility; DCCS, Zelazo, 2006), and the Woodcock-Johnson subtest (working memory; Woodcock et al., 2001). Parental practices were reported by parent over a phone interview in fall of kindergarten.

Regression analyses were conducted to address study’s aims. Outcomes were children’s externalizing and internalizing behavior problems at the end of kindergarten rated by teachers, and independently, rated by parents. Predictors were children’s performance on the EF tasks at the beginning of kindergarten; parental practices, control variables, and all two-way interactions between EF domains and each of parental practices. Our results revealed differential moderating effects of parental practices in associations between child’s EF and externalizing and internalizing behaviors, such that parental warmth moderated associations between working memory domain of EF and parent-reported internalizing behavior (Figure 1), whereas behavior management moderated associations between working memory domain of EF and teacher-reported externalizing behavior (Figure 2). Children in kindergarten with heightened working memory abilities appeared to benefit the most from these practices, which may be related to a better ability to remember parental guidance to control their own behaviors (Diamond, 2013).

Authors

• Irina Patwardhan, Boys Town National Research Hospital
  Presenting Author

• Michelle Cumming, Florida International University
  Non-Presenting Author

• Daniel V Poling, Appalachian State University
  Non-Presenting Author

• Isabella Sciuto Ozenbaugh, Society for Research in Child Development (SRCD)
  Non-Presenting Author