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Hyperactivity precedes conduct problems in preschool children: a longitudinal study.
Linköping University, Department of Clinical and Experimental Medicine, Center for Social and Affective Neuroscience. Linköping University, Faculty of Medicine and Health Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences. Linköping University, The Swedish Institute for Disability Research.
CHILD research environment, SIDR, Jönköping University, Sweden and Department of Special Education, Oslo University, Norway.
Linköping University, Department of Clinical and Experimental Medicine, Center for Social and Affective Neuroscience. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Local Health Care Services in Central Östergötland, Department of Child and Adolescent Psychiatry in Linköping.
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2018 (English)In: BJPsych Open, E-ISSN 2056-4724, Vol. 4, no 4, p. 186-191Article in journal (Refereed) Published
Abstract [en]

Background: Externalising problems are among the most common symptoms of mental health problems in preschool children.

Aims: To investigate the development of externalising problems in preschool children over time, and the way in which conduct problems are linked to hyperactivity problems.

Method: In this longitudinal study, 195 preschool children were included. Latent growth modelling of conduct problems was carried out, with gender and hyperactivity at year 1 as time-invariant predictors.

Results: Hyperactivity was a significant predictor for the intercept and slope of conduct problems. Children with more hyperactivity at year 1 had more conduct problems and a slower reduction in conduct problems. Gender was a significant predictor for the slope of conduct problems.

Conclusions: Children with more initial hyperactivity have less of a reduction in conduct problems over time. It is important to consider the role of hyperactivity in studies of the development of conduct problems.

Declaration of interest: None.

Place, publisher, year, edition, pages
2018. Vol. 4, no 4, p. 186-191
National Category
Pediatrics Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:liu:diva-153582DOI: 10.1192/bjo.2018.20PubMedID: 29989010OAI: oai:DiVA.org:liu-153582DiVA, id: diva2:1273237
Available from: 2018-12-20 Created: 2018-12-20 Last updated: 2018-12-20
In thesis
1. Identifying Patterns of Emotional and Behavioural Problems in Preschool children: Facilitating Early Detection
Open this publication in new window or tab >>Identifying Patterns of Emotional and Behavioural Problems in Preschool children: Facilitating Early Detection
2018 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Mental health problems often debut in early childhood and may last throughout adulthood, thereby making early detection and intervention especially important. The overarching aim of the present thesis was to identify patterns of emotional and behavioural problems indicating mental health problems in preschool children. To facilitate the detection of such problems early on, one available screening instrument Strengths and Difficulties Questionnaire (SDQ), was validated. The development and interaction of externalising problems in preschool children were studied over time. Functioning and behaviour and their relations to protective and risk indicators in both environmental and personal characteristics were explored. The long-term goal was to increase knowledge about early identification of emotional and behavioural problems in preschool children in order to facilitate early intervention.

In Study I (n=690), the subscales Hyperactivity and Conduct Problems were shown to be valid for children in the age group 1–3 years. A reasonable level of validity was found for the age group 4–5 years when using the original SDQ four-factor solution. The preschool teachers considered most of the SDQ items relevant and possible to rate. Based on the results of Study II (n=815), a score of ≥12 on the SDQ Total Problems Scale is recommended as a cut-off for Swedish preschool children. There were significant differences between boys and girls on all subscales except for the Emotional subscale. The Swedish norms for SDQ are to a large extent similar to findings from other European countries. Study III (n=195) showed that preschool children’s conduct problems decrease over time. Children exhibiting more initial hyperactivity (at year 1) have less reduction in conduct problems over time, i.e. the more hyperactivity early in life, the more conduct problems at year 3. In Study IV (n=197), children high in engagement and social interaction function well over time, even in the presence of hyperactivity, while children with low engagement and interaction alone or in combination with hyperactivity and conduct problems continue to have problems. Stability was related to the existence of a larger number of protective or risk indicators respectively.

Taken together, this thesis has shown that the SDQ can be used to identify preschool children at risk of developing mental health problems later in life.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018. p. 126
Series
Linköping University Medical Dissertations, ISSN 0345-0082 ; 1655
National Category
Pediatrics Psychiatry
Identifiers
urn:nbn:se:liu:diva-153581 (URN)10.3384/diss.diva-153581 (DOI)9789176851647 (ISBN)
Public defence
2019-01-11, Belladonnasalen, Campus US, Linköping, 13:00
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Note

Korrigeringar är gjorda i den elektroniska versionen utifrån publicerad erratalistaThe corrections in the published errata list are implemented in the electronic version.

Available from: 2018-12-20 Created: 2018-12-20 Last updated: 2019-09-30Bibliographically approved

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Gustafsson, Berit M.Danielsson, HenrikGustafsson, Per AProczkowska, Marie

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