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Preschool children's observed disruptive behavior: variations across sex, interactional context, and disruptive

Sarah A O Gray1, Alice S Carter, Margaret J Briggs-Gowan

  • 1Psychology Department, University of Massachusetts Boston, MA, USA.

Journal of Clinical Child and Adolescent Psychology : the Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53
|May 1, 2012
PubMed

Insights

Disruptive behavior in preschoolers differs by sex and context. Disruptive boys show consistent behavior, while disruptive girls

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Behavioral Science

Background:

  • Sex differences in disruptive behavior are established.
  • Sensitivity to social context is a known factor in behavior.
  • The interplay between sex, disruptive behavior, and context is under-researched.

Purpose of the Study:

  • To examine sex differences in observed disruptive behavior.
  • To investigate how disruptive behavior varies across interactional contexts.
  • To analyze the role of diagnostic status in these variations.

Main Methods:

  • Preschoolers (n=327) were categorized by disruptive behavior levels.
  • Disruptive Behavior Diagnostic Observation Schedule was used for observation.
  • Repeated measures analyses of variance were employed for statistical analysis.

Main Results:

  • A significant three-way interaction was found: child sex by diagnostic status by interactional context.
  • Disruptive boys showed consistent disruptive behavior across contexts (parent and examiner).
  • Disruptive girls exhibited the most significant context effect, with highest disruption rates with mothers.

Conclusions:

  • Disruptive behavior in young children is sex-specific.
  • Conceptualizations of disruptive behavior must consider social context.
  • Understanding these nuances is crucial for effective interventions.

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