Top

Journal of Psychopathology and Behavioral Assessment

Gepubliceerd in:

04-10-2023

Short-Term Longitudinal Relations of S-1 Bifactor Externalizing Factors in a Majority-Minority Early Childhood Sample: An Examination of Developmental Theories and Demographic Characteristics

Auteurs: Eric Hand, Christopher J. Lonigan

Gepubliceerd in: Journal of Psychopathology and Behavioral Assessment | Uitgave 4/2023

Abstract

Multiple models regarding the etiology of externalizing behaviors have been proposed, each suggesting differing patterns of interrelations between externalizing factors longitudinally. Because prior studies investigating the longitudinal relations between externalizing factors have relied upon correlated-factor models, it is unclear if the longitudinal relations between externalizing factors are due to variance shared across factors, variance unique to specific factors, or non-externalizing factor variance. The goals of this study were to determine if an S − 1 Bifactor model provided the best fit across this early childhood sample, determine if the longitudinal relations between externalizing factors remained consistent across the primary groups in this sample (i.e., two-, three-, and four/five-year-old children, Black children, White children, Hispanic children, non-Hispanic children), and examine these longitudinal relations within the context of prominent etiological models. In this study, teachers rated the externalizing behaviors of 2,390 children (mean age = 42.80 Months; SD = 11.56) in early childhood settings at two points within the same year. Results indicated that an S − 1 Bifactor model provided the best fit for the overall sample and each subgroup examined. Results also supported measurement and structural invariance across age, race (i.e., Black vs. White children, and ethnicity (i.e., Hispanic vs. non-Hispanic) separately. Contrary to our expectations, there were no significant cross-factor longitudinal relations between assessment periods. Implications for the understanding and development of externalizing behaviors across early childhood are discussed

vorige artikel Psychometric Properties of Two Independent Measures Evaluating Uncertainty and Ambiguity

volgende artikel Adaptation and Validation of a French Version of the Griffith Empathy Measure

Alleen toegankelijk voor geautoriseerde gebruikers

Allan, D. M., & Lonigan, C. J. (2019). Examination of the structure and measurement of inattentive, hyperactive, and impulsive behaviors from preschool to grade 4. Journal of Abnormal Child Psychology, 47, 975–987. https://doi.org/10.1007/s10802-018-0491-x.CrossRefPubMedPubMedCentral

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Author.

Beauchaine, T. P., & Hinshaw, S. P. (2020). RDoC and psychopathology among youth: Misplaced assumptions and an agenda for future research. Journal of Clinical Child & Adolescent Psychology, 49(3), 322–340. https://doi.org/10.1080/15374416.2020.1750022.CrossRef

Beauchaine, T. P., & McNulty, T. (2013). Comorbidities and continuities as ontogenic processes: Toward a developmental spectrum model of externalizing psychopathology. Development and Psychopathology, 25, 1505–1528. https://doi.org/10.1017/S0954579413000746.CrossRefPubMedPubMedCentral

Beauchaine, T. P., Zisner, A., & Sauder, C. L. (2017). Trait impulsivity and the externalizing spectrum. Annual Review of Clinical Psychology, 13, 343–368. https://doi.org/10.1146/annurev-clinpsy-021815-093253.CrossRefPubMed

Bilancia, S. D., & Rescorla, L. (2010). Stability of behavioral and emotional problems over 6 years in children ages 4 to 5 or 6 to 7 at time 1. Journal of Emotional and Behavioral Disorders, 18(3), 149–161. https://doi.org/10.1177/1063426609344865.CrossRef

Borsboom, D., & Cramer, A. O. (2013). Network analysis: an integrative approach to the structure of psychopathology. Annual review of Clinical Psychology, 9, 91–121. https://doi.org/10.1146/annurev-clinpsy-050212-185608.

Boutin, S., Roy, V., St-Pierre, R. A., Déry, M., Lemelin, J. P., Martin-Storey, A., Poirier, M., Toupin, J., Verlaan, P., & Temcheff, C. E. (2020). The longitudinal association between externalizing and internalizing problems: An exploration of the dual failure model. Developmental Psychology, 56(7), 1372–1384. https://doi.org/10.1037/dev0000935.CrossRefPubMed

Bufferd, S. J., Dougherty, L. R., Carlson, G. A., Rose, S., & Klein, D. N. (2012). Psychiatric disorders in preschoolers: Continuity from ages 3 to 6. American Journal of Psychiatry, 169(11), 1157–1164. https://doi.org/10.1176/appi.ajp.2012.12020268.CrossRefPubMed

Burns, G. L., Geiser, C., Servera, M., Becker, S. P., & Beauchaine, T. P. (2020). Application of the bifactor S – 1 model to multisource ratings of ADHD/ODD symptoms: An appropriate bifactor model for symptom ratings. Journal of Abnormal Child Psychology, 48, 881–894. https://doi.org/10.1007/s10802-019-00608-4\.

Byrne, B. M., Shavelson, R. J., & Muthén, B. O. (1989). Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance. Psychological Bulletin, 105(3), 456–466. https://doi.org/10.1037/0033-2909.105.3.456.CrossRef

Campbell, S. B., Shaw, D. S., & Gilliom, M. (2000). Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment. Development and Psychopathology, 12(3), 467–488. https://doi.org/10.1017/S0954579400003114.CrossRefPubMed

Chacko, A., Wakschlag, L., Hill, C., Danis, B., & Espy, K. A. (2009). Viewing preschool disruptive behavior disorders and attention-deficit/hyperactivity disorder through a developmental lens: What we know and what we need to know. Child and Adolescent Psychiatric Clinics, 18(3), 627–643. https://doi.org/10.1016/j.chc.2009.02.003.CrossRef

Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464–504. https://doi.org/10.1080/10705510701301834.CrossRef

Curchack-Lichtin, J. T., Chacko, A., & Halperin, J. M. (2014). Changes in ADHD symptom endorsement: Preschool to school age. Journal of Abnormal Child Psychology, 42(6), 993–1004. https://doi.org/10.1007/s10802-013-9834-9.CrossRefPubMedPubMedCentral

Downer, J. T., Goble, P., Myers, S. S., & Pianta, R. C. (2016). Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment. Early Childhood Research Quarterly, 37(4), 26–38. https://doi.org/10.1016/j.ecresq.2016.02.007.CrossRef

Dueber, D. M. (2017). Bifactor indices calculator: A Microsoft Excel-based tool to calculate various indices relevant to bifactor CFA models. https://doi.org/10.13023/edp.tool.01.

Dupaul, G. J., Reid, R., Anastopoulos, A. D., Lambert, M. C., Watkins, M. W., & Power, T. J. (2016). Parent and teacher ratings of attention deficit/ hyperactivity disorder symptoms: Factor structure and normative data. Psychological Assessment, 28(2), 214–225. https://doi.org/10.1037/pas0000166.CrossRefPubMed

Egger, H. L., & Angold, A. (2006). Common emotional and behavioral disorders in preschool children: Presentation, nosology, and epidemiology. Journal of Child Psychology and Psychiatry, 47, 313–337. https://doi.org/10.1111/j.1469-7610.2006.01618.x.CrossRefPubMed

Egger, H. L., Kondo, D., & Angold, A. (2006). The epidemiology and diagnostic issues in preschool attention-deficit/ hyperactivity disorder: A review. Infants & Young Children, 19(2), 109–122. https://doi.org/10.1097/00001163-200604000-00004.CrossRef

Eid, M., Geiser, C., Koch, T., & Heene, M. (2017). Anomalous results in G-factor models: Explanations and alternatives. Psychological Methods, 22(3), 541–562. https://doi.org/10.1037/met0000083.CrossRefPubMed

Gatzke-Kopp, L. M., Beauchaine, T. P., Shannon, K. E., Chipman, J., Fleming, A. P., Crowell, S. E., Liang, O., Johnson, L. C., & Aylward, E. (2009). Neurological correlates of reward responding in adolescents with and without externalizing behavior disorders. Journal of Abnormal Psychology, 118(1), 203–213. https://doi.org/10.1037/a0014378.

Hand, E. D., & Lonigan, C. J. (2022). Examining the relations between Preschooler’s externalizing behaviors and academic performance using an S-1 bifactor model. Research on Child and Adolescent Psychopathology, 50(5), 577–589. https://doi.org/10.1007/s10802-021-00861-6.

Harvey, E. A., Breaux, R. P., & Lugo-Candelas, C. I. (2016). Early development of comorbidity between symptoms of attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). Journal of Abnormal Psychology, 125(2), 154. https://doi.org/10.1037/abn0000090.CrossRefPubMedPubMedCentral

Harvey, E. A., Lugo-Candelas, C. I., & Breaux, R. P. (2015). Longitudinal changes in individual symptoms across the preschool years in children with ADHD. Journal of Clinical Child & Adolescent Psychology, 44(4), 580–594. https://doi.org/10.1080/15374416.2014.886253.CrossRef

Harvey, E. A., Youngwirth, S. D., Thakar, D. A., & Errazuriz, P. A. (2009). Predicting attention-deficit/hyperactivity disorder and oppositional defiant disorder from preschool diagnostic assessments. Journal of Consulting and Clinical Psychology, 77(2), 349–354. https://doi.org/10.1037/a0014638.CrossRefPubMedPubMedCentral

Heinrich, M., Zagorscak, P., Eid, M., & Knaevelsrud, C. (2020). Giving G a meaning: An application of the Bifactor-(S-1) Approach to realize a more symptom-oriented modeling of the Beck Depression Inventory–II. Assessment, 27(7), 1429–1447. https://doi.org/10.1177/1073191118803738.CrossRefPubMed

Jerome, E. M., Hamre, B. K., & Pianta, R. C. (2009). Teacher–child relationships from kindergarten to sixth grade: Early childhood predictors of teacher-perceived conflict and closeness. Social Development, 18(4), 915–945. https://doi.org/10.1111/j.1467-9507.2008.00508.x.CrossRefPubMed

Junghänel, M., Rodenacker, K., Dose, C., & Döpfner, M. (2020). Applying the bifactor S – 1 model to ratings of ADHD/ODD Symptoms: A commentary on Burns et al. (2019) and a re-analysis. Journal of Abnormal Child Psychology, 48(7), 905–910. https://doi.org/10.1007/s10802-020-00637-4.

Koch, T., Holtmann, J., Bohn, J., & Eid, M. (2018). Explaining general and specific factors in longitudinal, multimethod, and bifactor models: Some caveats and recommendations. Psychological Methods, 23(3), 505–523. https://doi.org/10.1037/met0000146.CrossRefPubMed

Kotov, R., Krueger, R. F., Watson, D., Achenbach, T. M., Althof, R. R., Bagby, R. M., Brown, T. A., Carpenter, W. T., Caspi, A., Clark, L. A., Eaton, N. R., Forbes, M. K., Forbush, K. T., Goldberg, D., Hasin, D., Hyman, S. E., Ivanova, M. Y., Lynam, D. R., Markon, K., & Zimmerman, M. (2017). The hierarchical taxonomy of psychopathology (HiTOP): A dimensional alternative to traditional nosologies. Journal of Abnormal Psychology, 126(4), 454–477. https://doi.org/10.1037/abn0000258.CrossRefPubMed

Krueger, R. F., Hobbs, K. A., Conway, C. C., Dick, D. M., Dretsch, M. N., Eaton, N. R., Forbes, M. K., Forbush, K. T., Keyes, K. M., Latzman, R. D., Michelini, G., Patrick, C. J., Sellbom, M., Slade, T., South, S., Sunderland, M., Tackett, J., Waldman, I., Waszczuk, M. A., & Kotov, R. (2021). Validity and utility of hierarchical taxonomy of psychopathology (HiTOP): II externalizing Superspectrum. World Psychiatry, 20(2), 171–193. https://doi.org/10.1002/wps.20844.CrossRefPubMedPubMedCentral

Lavigne, J. V., Arend, R., Rosenbaum, D., Binns, H. J., Christoffel, K. K., & Gibbons, R. D. (1998). Psychiatric disorders with onset in the preschool years: I. Stability of diagnoses. Journal of the American Academy of Child Adolescent Psychiatry, 37(12), 1246–1254. https://doi.org/10.1097/00004583-199812000-00007.CrossRefPubMed

Lawson, G. M., Nissley-Tsiopinis, J., Nahmias, A., McConaughy, S. H., & Eiraldi, R. (2017). Do parent and teacher report of ADHD symptoms in children differ by SES and racial status? Journal of Psychopathology Behavioral Assessment, 39, 1–15. https://doi.org/10.1007/s10862-017-9591-0.CrossRef

Leopold, D., Christopher, R., Olson, M. E., Petrill, R. K., & Willcutt, S. A. E., G (2019). Invariance of ADHD symptoms across sex and age: A latent analysis of ADHD and impairment ratings from early childhood into adolescence. Journal of Abnormal Child Psychology, 47, 21–34. https://doi.org/10.1007/s10802-018-0434-6.CrossRefPubMedPubMedCentral

Lubke, G. H., & Muthén, B. O. (2004). Applying multigroup confirmatory factor models for continuous outcomes to Likert scale data complicates meaningful group comparisons. Structural Equation Modeling, 11(4), 514–534. https://doi.org/10.1207/s15328007sem1104_2.CrossRef

Martel, M. M., Goh, P. K., Lee, C. A., Karalunas, S. L., & Nigg, J. T. (2021). Longitudinal attention-deficit/hyperactivity disorder symptom networks in childhood and adolescence: Key symptoms, stability, and predictive validity. Journal of Abnormal Psychology, 130(5), 562. https://doi.org/10.1037/abn0000661.CrossRefPubMedPubMedCentral

Martin, C. P., Shoulberg, E. K., & Hoza, B. (2022). The Developmental Course of teacher-rated ADHD symptom levels in an early Childhood Community Sample. Journal of Attention Disorders, 26(3), 456–466. https://doi.org/10.1177/1087054721997561.CrossRefPubMed

Metcalfe, L. A., Harvey, E. A., & Laws, H. B. (2013). The longitudinal relation between academic/cognitive skills and externalizing behavior problems in preschool children. Journal of Educational Psychology, 105(3), 881–894. https://doi.org/10.1037/a0032624.CrossRefPubMedPubMedCentral

Muthén, L. K., & Muthén, B. O. (2014). Mplus 8 [software]. Muthén and Muthén.

Olino, T. M. (2020). Clinical applications of measurement invariance. Journal of Personality Assessment, 102(5), 727–729. https://doi.org/10.1080/00223891.2020.1793766.CrossRefPubMedPubMedCentral

Patterson, G., & Capaldi, D. (1990). A mediational model for boys’ depressed mood. In J. Rolf, A. Masten, D. Cicchetti, K. Nüchterlein, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology (pp. 141–163). Cambridge University Press. https://doi.org/10.1017/CBO9780511752872.01.

Putnick, D. L., & Bornstein, M. H. (2016). Measurement invariance conventions and reporting: The state of the art and future directions for psychological research. Developmental Review, 41, 71–90. https://doi.org/10.1016/j.dr.2016.06.004.CrossRefPubMed

Redding, C. (2019). A teacher like me: A review of the effect of student–teacher racial/ethnic matching on teacher perceptions of students and student academic and behavioral outcomes. Review of Educational Research, 89(4), 499–535. https://doi.org/10.3102/0034654319853545.CrossRef

Ruff, H. A., & Capozzoli, M. C. (2003). Development of attention and distractibility in the first 4 years of life. Developmental Psychology, 39(5), 877–890. https://doi.org/10.1037/0012-1649.39.5.877.CrossRefPubMed

Schmitt, T. A., & Sass, D. A. (2011). Rotation criteria and hypothesis testing for exploratory factor analysis: Implications for factor pattern loadings and interfactor correlations. Educational and Psychological Measurement, 71(1), 95–113. https://doi.org/10.1177/0013164410387348.CrossRef

Swanson, J., Deutsch, C., Cantwell, D., Posner, M., Kennedy, J., & Spence, A. (2001). Genes and attention-deficit hyperactivity disorder. Clinical Neuroscience Research, 1(3), 207–216. https://doi.org/10.1016/S1566-2772(01)00007-X.CrossRef

Wang, F., Christ, S. L., Mills-Koonce, W. R., Garrett-Peters, P., & Cox, M. J. (2013). Association between maternal sensitivity and externalizing behavior from preschool to preadolescence. Journal of Applied Developmental Psychology, 34(2), 89–100. https://doi.org/10.1016/j.appdev.2012.11.003.CrossRefPubMedPubMedCentral

Willcutt, E. G., Nigg, J. T., Pennington, B. F., Solanto, M. V., Rohde, L. A., Tannock, R., Loo, S. K., Carlson, C. L., McBurnett, K., & Lahey, B. B. (2012). Validity of DSM-IV attention deficit/hyperactivity disorder symptom dimensions and subtypes. Journal of Abnormal Psychology, 121(4), 991–1010. https://doi.org/10.1037/a0027347.CrossRefPubMedPubMedCentral

Willoughby, M. T., Pek, J., Greenberg, M. T., & the Family Life Project Investigators. (2012). Parent-reported attention Deficit/Hyperactivity symptomatology in preschool-aged children: Factor structure, Developmental Change, and early risk factors. Journal of Abnormal Child Psychology, 40, 1301–1312. https://doi.org/10.1007/s10802-012-9641-8.CrossRefPubMedPubMedCentral

Wright, A., Gottfried, M. A., & Le, V. N. (2017). A kindergarten teacher like me: The role of student-teacher race in social-emotional development. American Educational Research Journal, 54, 78S–101. https://doi.org/10.3102/0002831216635733.CrossRef

Titel: Short-Term Longitudinal Relations of S-1 Bifactor Externalizing Factors in a Majority-Minority Early Childhood Sample: An Examination of Developmental Theories and Demographic Characteristics
Auteurs: Eric Hand
Christopher J. Lonigan
Publicatiedatum: 04-10-2023
Uitgeverij: Springer US
Gepubliceerd in: Journal of Psychopathology and Behavioral Assessment / Uitgave 4/2023
Print ISSN: 0882-2689
Elektronisch ISSN: 1573-3505
DOI: https://doi.org/10.1007/s10862-023-10094-0

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 4/2023

Development and Validation of a New Measure of Fear of Negative and Positive Evaluation

Adaptation and Validation of a French Version of the Griffith Empathy Measure

The Substance Use Risk Profile Scale in Adulthood: An Exploratory Structural Equation Modelling Approach

Measuring Moral Injury: Further Validation of the MIES-C and EMIS-C in a Civilian Population

Measuring Stress Among Black Adolescents: Validation of Perceived Stress Scale

Measuring Empathy: A Meta-analytic Factor Analysis with Structural Equation Models (MASEM) of the Interpersonal Reactivity Index (IRI)