Introduction
Differentiating Within- from Across Disruptive Behavior Episode Consistency
Using Daily Diaries to Assess Parental Consistency
The Present Study
Method
Sample
Measures
Parental Consistency
Child Externalizing Behavior
Analysis Plan
Results
Measures | 1. | 2. | 3. | 4. | 5. | 6. | 7 | 8. | 9. | 10. | M(SD) |
---|---|---|---|---|---|---|---|---|---|---|---|
1.Within-episode consistency | – | 0.53** | – | -0.28** | – | -0.34** | -0.31** | -0.27** | -0.50** | -0.56** | 1.81(0.35) |
2.Across-episode consistency | 0.60** | – | – | -0.31** | – | -0.40** | -0.42** | 0.20* | -0.44** | -0.38** | 0.25(0.18) |
3.General consistency | 0.40** | 0.49** | – | – | – | – | – | – | – | – | – |
4.Daily disruptive behavior severity | -0.11 | -0.29** | -0.16 | – | – | 0.30** | 0.16 | 0.03 | 0.30** | 0.19** | 3.32(1.21) |
5.Externalizing problems T2 | -0.08 | -0.22* | -0.32** | 0.34** | – | – | – | – | – | – | – |
6.Negative consequence | -0.23** | -0.24** | -0.31** | -0.03 | 0.10 | – | 0.25** | -0.06 | 0.11 | -0.04 | 0.27(0.25) |
7.Positive consequence | -0.34** | -0.34** | -0.21* | -0.03 | -0.03 | 0.05 | – | -0.05 | 0.15 | 0.12 | 0.08(0.11) |
8.Withhold attention | -0.20* | -0.30** | -0.16 | 0.12 | 0.04 | -0.09 | -0.24** | – | -0.05 | 0.12 | 0.51(0.24) |
9.Negative attention | -0.43** | -0.29** | -0.33** | 0.03 | 0.20 | 0.22* | -0.00 | 0.01 | – | 0.17* | 0.18(0.17) |
10.Positive attention | -0.22* | 0.09 | 0.30** | -0.09 | -0.08 | -0.17 | 0.00 | -0.17 | -0.18* | – | 0.20(0.22) |
M(SD) | 1.52 | 0.40 | 0.07 | 4.15 | 0.60 | 0.07 | 0.12 | 0.30 | 0.21 | 0.42 | – |
(0.47) | (0.29) | (0.05) | (4.04) | (0.31) | (0.16) | (0.21) | (0.28) | (0.26) | (0.30) |
Within- and Across-episode Consistency and Severity of Child Disruptive Behavior
Severity of daily disruptive behavior | |||||||
---|---|---|---|---|---|---|---|
variables | b(SE) | β | p | variables | b(SE) | β | p |
Step 1 | Step 1 | ||||||
age child | -0.04(0.04) | -0.08 | 0.370 | Age child | -0.04(0.04) | -0.08 | 0.370 |
Sex child | -0.41(0.72) | -0.05 | 0.572 | Sex child | -0.41(0.72) | -0.05 | 0.572 |
Education Level | -0.23(0.38) | -0.05 | 0.553 | Education Level | -0.23(0.38) | -0.05 | 0.553 |
Step 2 | Step 2 | ||||||
Age child | -0.04(0.04) | -0.12 | 0.294 | Age child | -0.04(0.04) | -0.08 | 0.385 |
Sex child | -0.65(0.69) | -0.07 | 0.353 | Sex child | -0.30(0.73) | -0.04 | 0.685 |
Education Level | -0.24(0.37) | -0.05 | 0.525 | Education Level | -0.14(0.40) | -0.03 | 0.725 |
Within-episode consistency | 0.70(0.94) | 0.06 | 0.455 | negative consequence | -0.77(2.40) | -0.03 | 0.748 |
Across-episode consistency | -4.92(1.47) | -0.36 | 0.001 | positive consequence | 0.30(1.79) | 0.02 | 0.866 |
withholding attention | 1.39(1.33) | 0.10 | 0.297 | ||||
negative attention | 0.56(1.47) | 0.04 | 0.705 | ||||
positive attention | -0.96(1.27) | -0.07 | 0.454 | ||||
Step 3 | |||||||
Age child | -0.02(0.04) | -0.04 | 0.644 | ||||
Sex child | -0.80(0.71) | -0.10 | 0.259 | ||||
Education Level | -0.33(0.38) | -0.08 | 0.382 | ||||
negative consequence | -4.00(2.42) | -0.16 | 0.101 | ||||
positive consequence | -4.05(2.06) | -0.21 | 0.051 | ||||
withholding attention | -1.74(1.51) | -0.12 | 0.252 | ||||
negative attention | -1.78(1.65) | -0.11 | 0.282 | ||||
positive attention | -1.50(1.38) | -0.11 | 0.282 | ||||
Within-episode consistency | -0.55(1.17) | -0.06 | 0.638 | ||||
Across-episode consistency | -6.05(1.67) | -0.44 | < 0.001 |
Severity of daily disruptive behavior | |||||||
---|---|---|---|---|---|---|---|
variables | b(SE) | β | p | variables | b(SE) | β | p |
Step 1 | Step 1 | ||||||
Age child | -0.00(0.01) | -0.03 | 0.736 | Age child | -0.00(0.01) | -0.01 | 0.736 |
Sex child | -0.12(0.20) | -0.05 | 0.541 | Sex child | -0.12(0.20) | -0.05 | 0.541 |
Education Level | 0.06(0.10) | 0.05 | 0.562 | Education Level | 0.06(0.10) | 0.05 | 0.562 |
Received support | 0.71(0.38) | 0.16 | 0.062 | Received support | 0.71(0.38) | 0.16 | 0.062 |
Step 2 | Step 2 | ||||||
Age child | -0.00(0.01) | -0.01 | 0.988 | Age child | 0.00(0.01) | 0.02 | 0.776 |
Sex child | -0.09(0.19) | -0.04 | 0.639 | Sex child | -0.06(0.19) | -0.02 | 0.770 |
Education Level | 0.03(0.10) | 0.02 | 0.785 | Education Level | 0.05(0.10) | 0.04 | 0.612 |
Received support | 0.83(0.36) | 0.18 | 0.021 | Received support | 0.98(0.36) | 0.21 | 0.007 |
Within-episode consistency | -0.59(0.32) | -0.17 | 0.063 | negative consequence | 1.45(0.39) | 0.30 | < 0.001 |
Across-episode consistency | -1.60(0.61) | -0.24 | 0.010 | positive consequence | 0.07(0.90) | 0.01 | 0.938 |
withholding attention | 0.04(0.39) | 0.01 | 0.901 | ||||
negative attention | 1.77(0.54) | 0.26 | 0.001 | ||||
positive attention | 0.83(0.44) | 0.15 | 0.060 | ||||
Step 3 | |||||||
Age child | 0.00(0.01) | 0.02 | 0.785 | ||||
sex | -0.05(0.19) | -0.02 | 0.778 | ||||
Education Level | 0.04(0.10) | 0.03 | 0.686 | ||||
Received support | 0.96(0.36) | 0.21 | 0.008 | ||||
negative consequence | 1.42(0.46) | 0.29 | 0.002 | ||||
positive consequence | -0.06(0.97) | -0.01 | 0.955 | ||||
withholding attention | 0.22(0.44) | 0.04 | 0.624 | ||||
negative attention | 1.77(0.67) | 0.26 | 0.009 | ||||
positive attention | 0.86(0.59) | 0.16 | 0.142 | ||||
Within-episode consistency | 0.26(0.46) | 0.08 | 0.578 | ||||
Across-episode consistency | -0.60(0.74) | -0.09 | 0.421 |
Prediction of Externalizing Problems One Year Later
variables | b(SE) | β | p |
---|---|---|---|
Step 1 | |||
Age Child | -0.01(0.00) | -0.15 | 0.199 |
Sex Child | 0.00(0.07) | 0.01 | 0.955 |
Education Level | -0.01(0.03) | -0.04 | 0.676 |
Daily disruptive behavior severity T1 | 0.02(0.01) | 0.31 | 0.005 |
General consistency | -1.90(0.68) | -0.31 | 0.006 |
Step 2 | |||
Age Child | -0.01(0.00) | -0.13 | 0.260 |
Sex Child | -0.01(0.07) | -0.01 | 0.927 |
Education Level | -0.01(0.04) | -0.04 | 0.711 |
Daily disruptive behavior severity T1 | 0.02(0.01) | 0.30 | 0.010 |
General consistency | -1.76(0.82) | -0.29 | 0.036 |
Within-episode consistency | 0.05(0.09) | 0.08 | 0.553 |
Across-episode consistency | -0.12(0.17) | -0.11 | 0.464 |