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Persistent infant crying and hyperactivity problems in middle childhood
Dieter Wolke1, Patrizia Rizzo, Sarah Woods
1University of Hertfordshire, Department of Psychology, Wolke Research Group, Hatfield Campus, Hatfield/Herts, United Kingdom. d.f.h.wolke@herts.ac.uk
Insights
Persistent infant crying increases the risk of childhood hyperactivity and academic issues. This longitudinal study followed infants with persistent crying (PC) and found higher rates of behavioral problems and lower academic achievement in later childhood.
Area of Science:
- Developmental Psychology
- Child Psychiatry
- Pediatrics
Background:
- Persistent crying in infancy (PC) is a common concern for parents.
- The long-term developmental impact of PC on behavior and academic outcomes remains an area of investigation.
Purpose of the Study:
- To determine if persistent infant crying is associated with an elevated risk for externalizing behavior problems in childhood.
- To explore the relationship between PC and childhood conduct issues, hyperactivity, and academic performance.
Main Methods:
- A longitudinal study comparing 64 infants with persistent crying (PC) to 64 classroom controls (CC).
- Participants were reassessed at 8 to 10 years of age.
- Externalizing behaviors were measured using the Strengths and Difficulties Questionnaire (SDQ) across parent, child, and teacher reports. Temperament and academic achievement were also assessed.
Main Results:
- Infants with PC showed a significantly higher risk for pervasive hyperactivity problems (OR: 14.19) compared to controls.
- Parents and children reported more conduct problems in the PC group.
- Parents of PC infants reported more negative emotionality and difficult-demanding temperaments. Academic achievement was lower in the PC group, particularly for those with hyperactivity.
Conclusions:
- Infants experiencing persistent crying, especially with associated sleeping or feeding issues, face an increased risk of developing hyperactivity.
- These children are also at higher risk for academic difficulties during childhood.
- Early identification and intervention for persistent crying may be crucial for mitigating long-term behavioral and academic challenges.
Objective:
To investigate whether persistent infant crying is associated with an increased risk for externalizing behavior problems in childhood.
Methods:
Sixty-four infants who were referred for persistent crying in infancy (PC; mean age: 3.8 +/- 1.3 months) were reassessed at 8 to 10 years of age and compared with 64 classroom controls (CC). The major outcome measure was pervasive hyperactivity or conduct problems defined as parent, child, and teacher ratings that across informants were within the borderline/clinical range according to the Strengths and Difficulties Questionnaire (SDQ). Ratings of other behavior problems, parent ratings of temperament, and teacher assessment of academic achievement were also obtained.
Results:
Ten (18.9%) of 53 PC had pervasive hyperactivity problems (child, parent, and teacher reported) compared with 1 (18.9%) of 62 CC (odds ratio: 14.19 [1.75-114.96]). Parents (29 [45.3%] of 64 vs 11 [17.2%] of 64; 4.00 [1.77-9.01]) and children (30 [46.9%] of 64 vs 17 [26.6%] of 64; 2.44 [1.16-5.12]) but not the teachers reported more conduct problems. Parents of PC rated the temperament of their children to be more negative in emotionality (PC mean: 3.0 +/- 1.0; CC: 2.4 +/- 1.0; effect size: 0.6) and difficult-demanding (PC mean: 5.2 +/- 1.3; CC: 6.3 +/- 0.9; effect size: 1.0). Academic achievement was reported by teachers to be significantly lower for PC than CC, in particular for those children with pervasive hyperactivity problems.
Conclusions:
Infants who are referred for PC problems and associated sleeping or feeding problems are at increased risk for hyperactivity problems and academic difficulties in childhood.