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Examining Longitudinal Associations between Externalizing and Internalizing Behavior Problems at Within- and

Yoonkyung Oh1, Mark T Greenberg2, Michael T Willoughby3

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Externalizing and internalizing behavior problems often co-occur. This study found externalizing behaviors can lead to internalizing problems, with executive function deficits being a shared risk factor in childhood.

Keywords:
ChildhoodCommon risk factorsExecutive functionExternalizing problemsInternalizing problemsRandom-intercept cross-lagged panel modeling

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Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Behavioral Science

Background:

  • Externalizing and internalizing behavior problems frequently co-occur in children.
  • The underlying mechanisms driving this comorbidity are not fully understood.
  • Potential explanations include causal links between problem domains or shared risk factors.

Purpose of the Study:

  • To investigate the within- and between-child associations of externalizing and internalizing behavior problems.
  • To clarify the developmental pathways of co-occurring behavioral issues from pre-kindergarten to third grade.
  • To identify shared risk factors contributing to comorbid behavior problems.

Main Methods:

  • Longitudinal study of 1060 children in non-urban US settings.
  • Application of random-intercept cross-lagged panel models (RI-CLPMs).
  • Analysis of behavior problems across five years of childhood.

Main Results:

  • A unidirectional influence from externalizing to internalizing problems was observed within children.
  • Stable, between-child differences accounted for shared variance in both problem domains.
  • Early childhood executive function deficits emerged as a significant shared risk factor.

Conclusions:

  • Co-occurring externalizing and internalizing problems are influenced by both direct effects and stable individual differences.
  • Executive function interventions show promise for preventing or mitigating these behavior problems.
  • Understanding these mechanisms is crucial for targeted interventions in early childhood.