The DOI matches its Crossref record; 91 of the 92 references it cites were found in a registry or an index.
Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment
Abstract
The early emergence and developmental implications of externalizing behavior problems in toddlers and preschoolers are discussed with an emphasis on which young children are truly at risk for continuing problems. The extant literature is reviewed with a focus on the stability of early externalizing behavior and the diverse pathways that young children, primarily boys, with early-emerging problems may follow. Findings from a number of studies, both epidemiological and high risk, suggest that the small subgroup of boys with multiple risk factors that include especially high levels of early hyperactivity and aggression, and high levels of negative parenting and family stress, are most likely to evidence continuing problems at school entry. Sociodemographic and neighborhood influences are also discussed, as are implications for future research and policy.
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“While such difficulties usually resolve naturally across the transition into the pre-school years [86], for a small proportion of children, difficulties persist and represent the start of a pathway to mental health challenges [4, 11, 15, 16, 24, 44, 71].”
From Optimizing parenting and child outcomes following parent–child interaction therapy – toddler: a randomized controlled trial (2024) · cites this paper as [15]
Citations
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Pinquart, M. (2017) · Developmental psychology · doi:10.1037/dev0000295 · Cited by 1,339
Investing in Preschool Programs
Duncan, G. J., & Magnuson, K. (2013) · The Journal of Economic Perspectives · doi:10.1257/jep.27.2.109 · Cited by 839
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Reyno, S. M., & McGrath, P. J. (2005) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2005.01544.x · Cited by 724
Beauchaine, T. P., Gatzke-Kopp, L., & Mead, H. K. (2007) · Biological Psychology · doi:10.1016/j.biopsycho.2005.08.008 · Cited by 722
“An ADHD/ODD group was recruited because few children in this age range meet criteria for CD, yet children with both ADHD and ODD are at considerable risk for developing more serious conduct problems in later childhood (Campbell et al., 2000).”
Background
Metadata
- Authors
- CAMPBELL, S. B., SHAW, D. S., & GILLIOM, M.
- Affiliations
- University of Pittsburgh (US)
- ORCID
- SHAW, DANIEL S.
- Venue
- Development and Psychopathology
- Publisher
- Cambridge University Press (CUP)
- Published
- 2000-09
- Volume
- 12
- Issue
- 3
- Pages
- 467-488
- ISSN
- 0954-5794 (ISSN-L)
- 1469-2198
- OpenAlex
- W2149804058
- Cited by
- 1,081
- References
- 92
- Citations by year
- 2026: 27 · 2025: 31 · 2024: 39 · 2023: 35 · 2022: 40 · 2021: 40 · 2020: 64 · 2019: 51 · 2018: 63 · 2017: 69 · 2016: 79 · 2015: 63 · 2014: 64 · 2013: 63 · 2012: 62
- FWCI
- 13.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Development and Psychopathology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- U.S. Public Health Service (32735, 50907)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Education › Early Childhood Education and Development
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Keywords
- externalizing problems, toddlers, preschool children, aggression, negative parenting, family stress, developmental pathways, boys, school entry, sociodemographic risk factors, neighborhood effects
- MeSH terms
- Adjustment Disorders, Age Factors, Child, Child Behavior Disorders, Child, Preschool, Female, Humans, Male, Risk Factors, Time Factors
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