Challenging Behaviors and Executive Function in Preschool-Aged Children

IF 1.1 4区 医学 Q3 EDUCATION, SPECIAL
Miriam Kuhn, Courtney E. Boise, Christine A. Marvin, L. Knoche
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引用次数: 0

Abstract

Although the literature regarding associations between young children's social emotional competencies and their executive functions (EF) is growing, there continue to be divergent accounts of the relationship between specific challenging behaviors (e.g., impulsivity, aggression, defiance, short attention span, withdrawal) and particular EF deficits (e.g., poor attentional control, flexibility, inhibitory self-control, working memory, and/or planning/organization) in young children. This mixed-methods study explores this relationship for a population of 19 preschool children. The study includes analysis of interviews with parents, teachers, and early childhood coaches for 4 of the children. Results demonstrated a significant relationship between teacher reports of challenging behaviors and deficits in global EF skills. In addition, participants provided a rich qualitative description of the children's challenges with inhibitory self-control, flexibility, and attention control. Oppositional or defiant behaviors were also prevalent within this group of 4 children. The constellation of difficulties for these children has implications for adults aiming to support positive social development and suggests next steps for research regarding behavioral targets and strategies and the collaborative parent–professional team efforts needed to address the children's needs.
学龄前儿童的挑战行为与执行功能
尽管关于幼儿社会情感能力与其执行功能之间关系的文献越来越多,但关于幼儿特定挑战性行为(如冲动性、攻击性、反抗性、注意力持续时间短、退缩)与特定执行功能缺陷(如注意力控制、灵活性、抑制性自我控制、工作记忆和/或计划/组织能力差)之间关系的描述仍然存在分歧。这项混合方法的研究在19名学龄前儿童中探讨了这种关系。这项研究包括对4个孩子的父母、老师和幼儿教练的访谈分析。结果表明,教师报告的挑战性行为与全球英语技能缺陷之间存在显著关系。此外,参与者对儿童在抑制性自我控制、灵活性和注意力控制方面的挑战提供了丰富的定性描述。在这组4个孩子中,对立或挑衅行为也很普遍。这些儿童所面临的一系列困难对旨在支持积极的社会发展的成年人有影响,并建议下一步研究行为目标和策略,以及解决儿童需求所需的父母-专业团队合作努力。
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来源期刊
CiteScore
1.90
自引率
9.10%
发文量
24
期刊介绍: Infants & Young Children is an interdisciplinary journal focusing on vulnerable children from birth to five years of age and their families. Of special interest are articles involving innovative interventions, summaries of important research developments and their implications for practice, updates for high priority topic areas, balanced presentations of controversial issues, and articles that address issues involving policy, professional training, new conceptual models, and related matters. Although data are often presented primarily to illustrate points, some types of data-based articles may be appropriate.
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