Dual Trajectories of Regulatory Skills and Behavior Problems in Head Start Children: Predictors and Outcomes

• In Event: Poster Session 09
  In Poster Session: PS 09 Topic - Developmental Psychopathology

Abstract

Introduction
Behavioral difficulties in early childhood are among a host of negative outcomes for children growing up in disadvantaged families and have been identified as detrimental factors for pathways toward long-term negative outcomes (McFarland, 2017; Palacios-Barrios et al., 2019). Children showing frequent and persistent poor self-regulation and behavior problems from an early age are at great risk for school readiness skills (Blair & Raver, 2015). Previous studies have investigated heterogeneity to better understand group trajectories (Wanless et al., 2016). Early predictors that distinguish distinctive longitudinal trajectories of childhood behaviors have been further explored for insights to understand influential factors (Galéra et al., 2011; Wiggins et al., 2015). This study explored co-development of regulatory skills and behavior problems, predictors of class membership, and later school readiness outcomes in young children living in poverty.

Methods
Data for this study is from the Head Start Family and Child Experiences Survey of 2009 (FACES 2009) collected by 1,954 families when their children were 3, 3.5, 4.5 and 5.5 years. Regulatory skills were measured by the Leiter International Performance Scale, and behavior problems by the Behavior Problems Index. As predictors, attention was measured by the Behavior Problems Index, maternal depression by the Center for Epidemiologic Studies Depression Scale, positive parenting by the Child Rearing Practices Report, and positive home environment with questionnaires developed by FACES 2009. As outcomes, approaches to learning were measured by the scale from the ECLS-K study, social skills utilizing the Social Skills Rating System, vocabulary by the Peabody Picture Vocabulary Test, and math by the Woodcock Johnson III.

Results
Results of parallel processes of regulatory skills and behavior problems showed three trajectories as optimal (Table1 and Figure1): low-risk, vulnerable, and resilient classes. Analyses of early predictors revealed that when compared with the vulnerable class, the low-risk and resilient classes displayed better attention, had mothers of less depression, and had more optimal home environment. When compared with the vulnerable and resilient classes, the low-risk class depicted mothers using more positive parenting. Outcomes differed for the low-risk and resilient classes that had better approach to learning and social skills, when compared with the vulnerable class. The low-risk class was better on vocabulary tests, when compared with other classes. The resilient class was better on math tests when compared with the other classes.

Conclusion
Three trajectory patterns based on regulatory skills and behavior problems were detected that provided distinctive longitudinal pathways in children. These patterns may provide targeted information to inform early intervention and prevention services. This study identified a broad range of early predictors, including child personal characteristics, parent-child relationship, and proximal and distal contexts, which differentiated parallel trajectory class membership. It was evidenced that high and persistent levels of regulatory skills and problem behaviors from as early as ages 3 were precursors of school readiness and success and as well as providing indicators for increased risk. Findings highlight the importance of early identification of children who need more support based on regulatory skill and behavior problem trajectories, early experiences, and later outcomes.

Authors

• SuJung Park, Texas Tech University
  Presenting Author

• Wonjung Oh, Texas Tech University
  Non-Presenting Author

• Seowon Song, Texas Tech University
  Non-Presenting Author

• Ann M Mastergeorge, Texas Tech University
  Non-Presenting Author