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Early Parental Positive Behavior Support and Childhood Adjustment: Addressing Enduring Questions with New Methods
dc.contributor.authorWaller, Rebeccaen_US
dc.contributor.authorGardner, Francesen_US
dc.contributor.authorDishion, Thomasen_US
dc.contributor.authorSitnick, Stephanie L.en_US
dc.contributor.authorShaw, Daniel S.en_US
dc.contributor.authorWinter, Charlotte E.en_US
dc.contributor.authorWilson, Melvinen_US
dc.date.accessioned2015-04-02T15:12:12Z
dc.date.available2016-07-05T17:27:58Zen
dc.date.issued2015-05en_US
dc.identifier.citationWaller, Rebecca; Gardner, Frances; Dishion, Thomas; Sitnick, Stephanie L.; Shaw, Daniel S.; Winter, Charlotte E.; Wilson, Melvin (2015). "Early Parental Positive Behavior Support and Childhood Adjustment: Addressing Enduring Questions with New Methods." Social Development (2): 304-322.en_US
dc.identifier.issn0961-205Xen_US
dc.identifier.issn1467-9507en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/110827
dc.description.abstractA large literature provides strong empirical support for the influence of parenting on child outcomes. The current study addresses enduring research questions testing the importance of early parenting behavior to children's adjustment. Specifically, we developed and tested a novel multi‐method observational measure of parental positive behavior support at age 2. Next, we tested whether early parental positive behavior support was related to child adjustment at school age, within a multi‐agent and multi‐method measurement approach and design. Observational and parent‐reported data from mother–child dyads (N = 731; 49 percent female) were collected from a high‐risk sample at age 2. Follow‐up data were collected via teacher report and child assessment at age 7.5. The results supported combining three different observational methods to assess positive behavior support at age 2 within a latent factor. Further, parents' observed positive behavior support at age 2 predicted multiple types of teacher‐reported and child‐assessed problem behavior and competencies at 7.5 years old. Results supported the validity and predictive capability of a multi‐method observational measure of parenting and the importance of a continued focus on the early years within preventive interventions.en_US
dc.publisherDepartment of Psychiatry, University of Vermonten_US
dc.publisherWiley Periodicals, Inc.en_US
dc.subject.othercognitive developmenten_US
dc.subject.otherobservational methodsen_US
dc.subject.otherparentingen_US
dc.subject.othersocial competenceen_US
dc.titleEarly Parental Positive Behavior Support and Childhood Adjustment: Addressing Enduring Questions with New Methodsen_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelSociologyen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/110827/1/sode12103.pdf
dc.identifier.doi10.1111/sode.12103en_US
dc.identifier.sourceSocial Developmenten_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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