Co-occurring Internalizing and Externalizing Behaviors During the Transition to Kindergarten: Disentangling Between- and Within-Individual Associations

• In Event: Transitions in Early Childhood: Longitudinal Links to Later Internalizing Symptoms

Abstract

Research has examined patterns of co-occurrence in internalizing and externalizing behaviors during early childhood and demonstrated that the two domains are positively associated with one another (e.g., Gilliom & Shaw, 2004). However, one limitation in the literature is the lack of distinguishing between-individual differences from within-individual processes. Additionally, it is important to consider early predictors of co-occurring behaviors to better understand the etiology of psychopathology. Dimensions of toddler temperament have been considered as transdiagnostic risk factors (Hankin et al., 2017). The current project aimed to (1) examine both between-individual differences and within-individual changes in co-occurring internalizing and externalizing behaviors, and (2) how toddler temperamental approach and avoidance may be associated with between-individual differences in co-occurring internalizing and externalizing behaviors.

The current study used data from 174 children (50% female, 90% White, 55% total annual income above $60,000) and their families who took part in a larger longitudinal study examining associations between temperament and socio-emotional outcomes. During a lab visit at age 2, children engaged in behavioral tasks designed to elicit varying levels of fear. Boldness, positive affect, negative affect, and shyness behaviors were coded by trained research assistants. Boldness and positive affect were used to create a temperamental approach composite, while shyness and negative affect were used to create a temperamental avoidance composite. Mothers completed the MacArthur Health and Behavior Questionnaire (Armstrong et al., 2003), which included measures of children’s internalizing and externalizing behaviors, at three timepoints: when children were 4 years of age, and during the Fall and Spring of Kindergarten.

We used random-intercepts cross-lagged panel model (Hamaker et al., 2015) to investigate the between-individual differences and within-person cross-lagged associations of internalizing and externalizing behaviors (Figure 1). Results show that there were significant between-individual differences, and that children who exhibited more internalizing behaviors across early childhood also exhibited more externalizing behaviors (B=0.01, p<.01). However, temperamental approach at age 2 was only associated with more externalizing behaviors (B=.12, p<.01). Additionally, results show that higher externalizing behaviors during the fall of Kindergarten relative to a child’s overall mean were associated with lower internalizing behaviors relative to a child’s overall mean during spring of Kindergarten (B=-.23, p<.01).

Taken together, results highlight the importance of considering both between-individual factors and within-individual processes when examining the co-occurring internalizing and externalizing behaviors during the transition to kindergarten. We replicate prior findings that internalizing and externalizing behaviors are positively associated with one another during early childhood, though temperamental approach was only associated with between-individual differences in externalizing behaviors. Other temperamental factors, such as anger or irritability, may better capture transdiagnostic risk. Contrary to our expectations, the within-individual changes showed that higher levels of externalizing behaviors were subsequently associated with lower internalizing behaviors after kindergarten entry. One possibility may be that children with higher externalizing behaviors at kindergarten entry get more support for their behaviors, which are associated with subsequent decreases in internalizing behaviors, highlighting that providing support in the school context during this developmental period may be an avenue for intervention efforts.

Authors

• Anna M Zhou, University of Utah
  Presenting Author

• Miglena Yordanova Ivanova, Pennsylvania State University, University Park

• Meghan Elizabeth McDoniel, Child Trends -Maryland

• Kristin A. Buss, Pennsylvania State University, University Park