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Journal of Psychopathology and Behavioral Assessment

Gepubliceerd in:

01-06-2011

The Moderating Effect of Anxiety on Development in Atypically Developing Toddlers

Auteurs: Thompson E. Davis III, Julie A. Hess, Russell A. Matthews, Jill C. Fodstad, Tim Dempsey, Whitney S. Jenkins, Brittany N. Moree, Johnny L. Matson

Gepubliceerd in: Journal of Psychopathology and Behavioral Assessment | Uitgave 2/2011

Abstract

In typically developing children, researchers have found that anxiety disorders are associated with poorer intellectual abilities (Davis et al. Journal of Psychopathology and Behavioral Assessment 30:43–51, 2008). The aim of the current study was to examine the impact anxiety symptoms had on the developmental quotients of toddlers. A total of 170 toddlers ranging in age from 17 to 37 months were selected for inclusion in this study, all of whom were at risk for or had a developmental delay. Two factors indicative of behavioral symptoms of anxiety from the Baby and Infant Screen for Children with aUtIsm Traits-Part2 were utilized as the independent variables and the total developmental quotient from the Battelle Developmental Inventory, 2nd Edition was utilized for the dependent variable. Examination of results revealed that atypically developing toddlers with symptoms of anxiety had significantly lower developmental quotients when compared to toddlers without any anxiety symptoms. A discussion of the implications and limitations of this study are included.

vorige artikel Activation During Observed Parent–Child Interactions with Anxious Youths: A Pilot Study

volgende artikel The Role of Maternal Depression on Treatment Outcome for Children with Externalizing Behavior Problems

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Titel: The Moderating Effect of Anxiety on Development in Atypically Developing Toddlers
Auteurs: Thompson E. Davis III
Julie A. Hess
Russell A. Matthews
Jill C. Fodstad
Tim Dempsey
Whitney S. Jenkins
Brittany N. Moree
Johnny L. Matson
Publicatiedatum: 01-06-2011
Uitgeverij: Springer US
Gepubliceerd in: Journal of Psychopathology and Behavioral Assessment / Uitgave 2/2011
Print ISSN: 0882-2689
Elektronisch ISSN: 1573-3505
DOI: https://doi.org/10.1007/s10862-010-9194-5

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