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Infant temperament and school age behavior: 6-year longitudinal study in a pediatric practice
R C Wasserman1, C M DiBlasio, L A Bond
1Department of Pediatrics, University of Vermont College of Medicine, Burlington.
Insights
Parental perception of infant temperament difficulty, not just observed behaviors, is linked to later childhood behavior problems. Socioeconomic status also plays a significant role in this complex relationship.
Area of Science:
- Child Psychology
- Developmental Psychology
- Behavioral Science
Background:
- Infant temperament is assessed through observed behaviors and parental perceptions.
- Previous research suggests a link between difficult infant temperament and later behavioral issues.
- Understanding the nuances of this association is crucial for early intervention.
Purpose of the Study:
- To investigate the relationship between infant temperament (observed and perceived) and school-age behavior problems.
- To differentiate the impact of observed temperamental difficulty versus perceived temperamental difficulty.
- To explore the influence of socioeconomic status on this association.
Main Methods:
- Retrospective cohort study involving 129 infants.
- Utilized the Revised Infant Temperament Questionnaire at 4 months.
- Assessed school-age behavior problems using the Child Behavior Checklist (maternal and teacher reports) at 6 years.
Main Results:
- Low socioeconomic status was associated with increased behavior problems reported by mothers and teachers.
- Perceptions of temperamental difficulty in infancy predicted maternal-reported behavior problems at school age.
- Observed temperamental difficulty showed a weaker association with later behavior problems compared to perceived difficulty.
Conclusions:
- The link between infant temperament and later behavior problems is multifaceted.
- Parental attitudes and perceptions of infant behavior significantly influence the association.
- Socioeconomic factors are a critical determinant of child behavior problems.
Abstract:
We conducted a retrospective cohort study in a pediatric practice to assess the association between parents' ratings of temperamental difficulty (observations of specific infant behaviors) and perceptions of temperamental difficulty (impressions of one's infant as compared with other infants) in infancy and behavior problems at school age. Mothers of 129 infants, who had completed the Revised Infant Temperament Questionnaire at the 4-month visit, completed the Child Behavior Checklist when the child was 6 years of age. Teachers of 102 of these children completed the teacher Child Behavior Checklist. Temperamental difficulty was defined by assessments of rhythmicity, approach/withdrawal, intensity, mood, and adaptability. Initial analyses revealed that low socioeconomic status (r = -.29, P = .001), ratings of temperamental difficulty (r = .17, P = .06), and perceptions of temperamental difficulty (r = .22, P = .02) at 4 months of age were associated with increased maternal rating of behavior problems at 6 years of age (all 2-tailed tests). However, a multivariate regression analysis showed only low socioeconomic status (P less than .01) and increased perceptions of temperamental difficulty (P = .02) associated with maternal behavior problem scores. Teacher behavior problem scores were associated only with low socioeconomic status (r = -.27, P = .01). These results suggest that the link between difficult infant temperament and later behavior problems is complex and probably reflects both child factors and parent attitudes about what constitutes typical infant behavior.