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06-01-2020 | Original Article

The Association Between Persistence and Change in Early Childhood Behavioural Problems and Preschool Cognitive Outcomes

Auteurs: Stephanie D’Souza, Lisa Underwood, Elizabeth R. Peterson, Susan M. B. Morton, Karen E. Waldie

Gepubliceerd in: Child Psychiatry & Human Development | Uitgave 3/2020

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Abstract

The link between behavioural and cognitive difficulties is well established. However, research is limited on whether persistence and change in behavioural difficulties relates to cognitive outcomes, particularly during preschool. We used a large New Zealand birth cohort to investigate how persistence and change in serious behavioural problems from ages 2 to 4.5 years related to measures of cognitive delay at 4.5 years (n = 5885). Using the Strengths and Difficulties total problems score at each time point, children were categorised as showing no difficulties, improved behaviour, concurrent difficulties, and persistent difficulties. Cognitive measures assessed included receptive language, early literacy ability, and executive control. Our results showed that children with concurrent and persistent behavioural difficulties were at a greater risk of showing delays within specific cognitive domains relative to children with no difficulties and were also more likely to show comorbid delays across multiple cognitive domains.
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Metagegevens
Titel
The Association Between Persistence and Change in Early Childhood Behavioural Problems and Preschool Cognitive Outcomes
Auteurs
Stephanie D’Souza
Lisa Underwood
Elizabeth R. Peterson
Susan M. B. Morton
Karen E. Waldie
Publicatiedatum
06-01-2020
Uitgeverij
Springer US
Gepubliceerd in
Child Psychiatry & Human Development / Uitgave 3/2020
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI
https://doi.org/10.1007/s10578-019-00953-x