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  • Cited by 9
  • Print publication year: 2009
  • Online publication date: July 2009

5 - Regulatory Competence and Early Disruptive Behavior Problems: The Role of Physiological Regulation

Summary

OVERVIEW

Childhood externalizing behavior problems, including aggression, inattention, and defiance, have been the focus of considerable recent theoretical and empirical work (Broidy, Nagin, Tremblay, Bates, Brame, & Dodge, 2003; Campbell, 2002; Dodge & Pettit, 2003; Hinshaw, 2002; Moffit, 1993). This emphasis is due largely to the observation that such problems are moderately stable and predictive of other, more serious kinds of disorders in middle childhood (Olson, Bates, Sandy, & Schilling, 2002) and adolescence (Moffit, Caspi, Dickson, Silva, & Stanton, 1996). Risk factors for early behavior problems include child dispositional characteristics, such as temperament and biology (Bates, Pettit, Dodge, & Ridge, 1998; Hill, Degnan, Calkins, & Keane, 2006; Shaw, Gilliom, Ingoldsby, & Nagin, 2003); family factors, such as stress, psychopathology, and negative coercive behavior (Cummings, Davies, & Campbell, 2000); and contextual factors, such as social class, peers, school experiences, and neighborhoods (Coie, Terry, Lenox, Lochman, & Hyman, 1998; Dodge et al., 2003). Despite recent efforts to understand the trajectory of early disruptive behavior problems, much remains to be known about the mechanisms that maintain, ameliorate, or exacerbate such problems very early in development (Hinshaw, 2002).

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