DSpace Repository :: Browsing by Author "Lochman, John E."

Browsing by Author "Lochman, John E."

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Antecedents and consequences of maternal sensitivity to their adolescent's vulnerability to jealousy over friends
(University of Alabama Libraries, 2012) Nielsen, Blake Lawrence; Parker, Jeffrey G.; University of Alabama Tuscaloosa
Recent research has highlighted the important role parents can play in facilitating adolescents' adjustment with their friends. To do so, however, parents need to have insight into their children's social difficulties. Yet past research has shown that parents as a group are not particularly accurate at gauging children's social problems and concerns. However, very few studies have looked closely at variability from parent to parent in this skill. This study examines mothers' abilities to anticipate children's vulnerability to jealousy over friends. It was hypothesized that mothers would vary in their ability to accurately anticipate the circumstances that make their adolescent jealous and that this variability would relate in systematic ways to aspects of the mother, the child, and their relationship. Consistent with some past research, as a group, mothers' judgments of their child's jealousy was not highly correlated with what children reported. Nonetheless, wide variability in accuracy existed across mothers. Regression analyses indicated that mothers' proneness to romantic jealousy was not an important predictor of their accuracy, but mothers of emotionally expressive children and mothers with close relationships with their children were more accurate than were mothers of children who inhibited their emotions or mothers who had less close relationships. In turn, when their mothers were more accurate, adolescents had closer friendships, less aggressiveness with peers, higher social self-esteem, and less loneliness. Results caution against broad generalizations about maternal accuracy and support efforts to better understand why some mothers are more effective social coaches of their children than are others.
Assessing findings from the fast track study Conduct Problems Prevention Research Group
(Springer, 2013) Conduct Problems Prevention Res; Bierman, Karen L.; Coie, John D.; Dodge, Kenneth A.; Greenberg, Mark T.; Lochman, John E.; McMahon, Robert J.; Pinderhughes, Ellen E.; Pennsylvania State University; Pennsylvania State University - University Park; Duke University; University of Alabama Tuscaloosa; University of Washington; University of Washington Seattle
The aim of this paper is to respond to the Commentary, "Reassessing Findings from the Fast Track Study: Problems of Methods and Analysis" provided by E. Michael Foster (Foster, this issue) to our article "Fast Track Intervention Effects on Youth Arrests and Delinquency" (Conduct Problems Prevention Research Group 2010, Journal of Experimental Criminology, 6, 131-157). Our response begins with a description of the mission and goals of the Fast Track project, and how they guided the original design of the study and continue to inform outcome analyses. Then, we respond to the Commentary's five points in the order they were raised. We agree with the Commentary that efforts to prevent crime and delinquency are of high public health significance because the costs of crime and delinquency to society are indeed enormous. We believe that rigorous, careful intervention research is needed to accumulate evidence that informs prevention programs and activities. We have appreciated the opportunity to respond to the Commentary and to clarify the procedures and results that we presented in our paper on Fast Track effects on youth arrests and delinquency. Our response has clarified the framework for the number of statistical tests made, has reiterated the randomization process, has supported our tests for site-by-intervention effects, has provided our rationale for assuming missing at random, and has clarified that the incarceration variable was not included as a covariate in the hazard analyses. We stand by our conclusion that random assignment to Fast Track had a positive impact in preventing juvenile arrests, and we echo our additional caveat that it will be essential to determine whether intervention produces any longer-term effects on adult arrests as the sample transitions into young adulthood. We also appreciate the opportunity for open scientific debate on the values and risks associated with multiple analyses in long-term prevention program designs such as Fast Track. We believe that, once collected, completed longitudinal intervention datasets should be fully used to understand the impact, process, strengths, and weaknesses of the intervention approach. We agree with the Commentary that efforts to prevent crime and delinquency are of high public health significance because the costs of crime and delinquency to society are indeed enormous. As a result, we argue that it is important to balance the need to maintain awareness and caution regarding potential risks in the design or approach that may confound interpretation of findings, in the manner raised by the Commentator, with the need for extended analyses of the available data so we can better understand over time how antisocial behavior and violence can be effectively reduced.
Autonomic arousal and its relationship to child behavior: the moderating role of parenting practices
(University of Alabama Libraries, 2018) Romero, Devon Elizabeth; Lochman, John E.; Burnham, Joy J.; University of Alabama Tuscaloosa
Moderated multiple regression analyses were conducted in order to examine parental involvement, poor monitoring and supervision, and inconsistent discipline as moderators in the relationship between autonomic arousal (i.e., baseline skin conductance level, baseline respiratory sinus arrhythmia, skin conductance reactivity, respiratory sinus arrhythmia reactivity) and externalizing behavior. Data was collected from a sample of 360 fourth grade students identified by their teachers and parents as at-risk for moderate to high levels of aggression. The results did not support the research hypotheses posed in the current study. Despite the lack of significant results for the planned hypotheses, exploratory analyses produced useful findings about the complex relationships among these behavioral, physiological, and contextual constructs. Five predictor variables (i.e., parental involvement, poor monitoring and supervision, inconsistent discipline, gender, and RSA reactivity) predicted parent rated externalizing behavior, while gender was the single predictor of teacher rated externalizing behavior. This provided a unique look into how the predictor variables manifest themselves in different environments. Further, this study highlighted the main effects of sympathetic and parasympathetic functioning, which suggest that at-risk preadolescents are maladaptively regulated. For example, higher RSA reactivity indicated that at-risk youth have inflexible parasympathetic responding, which negates sympathetic activation. This main effect of RSA reactivity demonstrates that parasympathetic functioning predicts child behavior over sympathetic functioning in an at risk sample of children. Additionally, physiological response patterns in at-risk children appear to be more convoluted than originally suggested. The current study found higher levels of baseline RSA to be associated with higher ratings of teacher rated hyperactivity in the presence of high inconsistent discipline. This suggests that externalizing behaviors may not be entirely characterized by a single pattern of autonomic arousal (e.g. low baseline). Overall, these results confirm the influence of bioecological interactions on externalizing behavior in an at-risk sample of children and point to a nuanced and complicated picture of the maintenance of externalizing behaviors. This study highlighted relationships among the study variables that will serve to contribute to future research, treatment, and prevention of externalizing behavior in at-risk children.
Bidirectional influences between maternal depression and boys' and girls' externalizing behavior and the mediating role of inconsistent parenting
(University of Alabama Libraries, 2010) Stromeyer, Sara Louise; Lochman, John E.; University of Alabama Tuscaloosa
Previous research has indicated that maternal depression and externalizing behavior can contribute to and exacerbate one other. The current study examined a bidirectional model and found that maternal depression and externalizing behavior interacted reciprocally, such that maternal depression at Grade 5 predicted externalizing behavior at Grade 6, and externalizing behavior at Grade 4 predicted maternal depression at Grade 6. Additionally, the current study examined inconsistent discipline as a mediator for the reciprocal relationships between maternal depression and externalizing behavior. Findings suggest that inconsistent discipline at Grade 5 mediated the relationship between Grade 4 maternal depression and Grade 6 externalizing behavior, but not the reverse relationship. Clinical implications are discussed.
Callous-unemotional traits and peer relationship characteristics among aggressive children over the transition to middle school
(University of Alabama Libraries, 2014) O'Brien, Christopher Thomas; McDonald, Kristina L.; University of Alabama Tuscaloosa
The purpose of the present study was to investigate, among an aggressive sample of youth, how CU traits are related to children's regard from peers and peer reputations of victimization and leadership. Children between the ages of 9 and 12 (N = 231) completed a sociometric survey as well as self-reporting on delinquency. Teacher reports of CU traits were also collected. As hypothesized, higher levels of CU traits predicted membership in the low trajectory group relative to the high trajectory group for peer nominations of being liked the most. Additionally, results indicated that higher levels of CU traits predicted membership in the high trajectory group relative to the low trajectory group for peer nominations of being liked the least above and beyond aggressive behavior. No support was found for the hypothesis that CU traits predict membership in the high trajectory group for peer nominations of victimization nor for the hypothesis that it predicts membership in the high trajectory group for peer nominations of leadership. Results are discussed in terms of their contribution to characterizing youth with CU traits as well as how these youth interact with their peers.
Characteristics of recalled childhood corporal punishment experiences and young adults' current attachment to mother
(University of Alabama Libraries, 2010) Jordan, Erica Florence; Curtner-Smith, Mary Elizabeth; University of Alabama Tuscaloosa
The current study uses a correlational design to investigate how young adults' perceptions of their childhood corporal punishment experiences are related to their current Attachment to their mothers, Depressive symptoms in young adulthood, and history of Externalizing behavior problems. Specifically, relations between recalled Parental reliance on corporal punishment, recalled childhood Feelings following the receipt of corporal punishment, current Attachment to mother, Depressive symptoms in young adulthood, and history of Externalizing behavior problems in young adulthood were examined. Participants' Gender and Race were explored as targeted moderators. Results revealed that recalled Parental reliance on corporal punishment was positively related to recalled childhood Feelings following the receipt of corporal punishment. Both recalled Parental reliance on corporal punishment and recalled childhood Feelings following the receipt of corporal punishment were negatively related to current Attachment to mother. Depressive symptoms in young adulthood was positively related to recalled childhood Feelings following the receipt of corporal punishment and negatively related to current Attachment to mother. Greater parental reliance on corporal punishment was positively related to less Externalizing behavior problems in Black male participants but was related to increased Externalizing behavior problems in White male participants. Greater parental reliance on corporal punishment was also related to increased Externalizing behavior problems in Black female participants. However, this effect was not significant for White female participants.
Children's social reasoning in the context of bully victimization
(University of Alabama Libraries, 2010) Porter, Malvin; Curtner-Smith, Mary Elizabeth; University of Alabama Tuscaloosa
The purpose of this study was to evaluate a new measure of children's social reasoning about bully victimization, the Children's Bully/Victim Survey (CBVS). The CBVS attempts to assess what children think are appropriate behavioral responses to hypothetical scenarios about being victimized by bullies and about witnessing bully victimization. The study also examined how children explain or justify their actions. Participants in the study included children enrolled in the 5th grade and their teachers from schools in the southeast. This study examined how the quality of children's Action Choices in hypothetical stories about bully victimization relates to their Justification Choices. This study includes the influence of demographic variables such as gender, intellectual ability, bully/victim group membership, story character role, and story form of victimization on children's Action and Justification Choices. Teacher reports of children's behavior were compared with children's self-reports of Action and Justification choices. Significant relationships were found between children's Actions Choices and Justification Choices. However, teacher reports of children's social behavior with peers did not significantly relate to children's self reports of how they would respond to hypothetical bully victimization scenarios. Additionally, child demographic variables did not reflect significant variation between teacher groupings for children's intellectual ability and bully/victim group membership. However, there were significant differences in children's Action Choices and Justification Choices based on gender, story character role and story form of victimization.
Co-Reminiscing With a Caregiver About a Devastating Tornado: Association With Adolescent Anxiety Symptoms
(American Psychological Association, 2020) Abel, Madelaine R.; Vernberg, Eric M.; Lochman, John E.; McDonald, Kristina L.; Jarrett, Matthew A.; Hendrickson, Michelle L.; Powell, Nicole; University of Kansas; University of Alabama Tuscaloosa
This study explores the association between caregivers' style of co-reminiscing with their adolescents about an EF4 tornado and youth anxiety symptoms several years following the disaster. Caregiver reward of their children's emotional expression, defined as attending to and validating emotionally salient content, is generally associated with adaptive youth psychosocial outcomes. However, caregiver reward of youth recollections that are centered around the youth's negative emotional expression could be an indicator that both caregivers and adolescents are engaged in co-rumination regarding negative emotional experiences. This process may contribute to relatively higher levels of anxiety over time. Adolescents (N = 169) drawn from an ongoing study for aggressive youth (ages 12 to 17; 82% African American) provided individual recollections about their experiences during a devastating tornado 4 to 5 years following the disaster. Caregivers and youth then co-reminisced about their tornado-related experiences. Individual youth recollections were coded for negative personal impact and use of negative emotion words; caregiver-adolescent conversations were coded for caregiver reward of negative emotional expression. Youth who noted more negative personal impacts and used more negative emotion words were higher in parent-rated youth anxiety, and these associations were moderated by caregiver reward of negative emotional expression. The associations between youth recollection qualities and anxiety emerged only when caregivers exhibited high levels of reward of negative emotional expression. These patterns were generally stronger for girls compared to boys. Findings suggest that excessively discussing and rehashing negative experiences, especially several years after the disaster, may be a risk factor for anxiety among disaster-exposed adolescents.
Cognitive Behavioral Intervention for Youth at Risk for Conduct Problems: Future Directions
(Routledge, 2019) Lochman, John E.; Boxmeyer, Caroline L.; Kassing, Francesca L.; Powell, Nicole P.; Stromeyer, Sara L.; University of Alabama Tuscaloosa
This article briefly overviews the history of cognitive behavioral intervention (CBI) for children displaying early signs, or actual diagnoses, of conduct disorders. A series of randomized control trials have identified evidence-based CBI programs for children with these behavior problems at various developmental stages from preschool through adolescence. Although it is critically important for the field to disseminate these existing programs as developed, we argue that it is important to also move beyond the existing evidence-based programs. Research should continue to test new comprehensive, multicomponent interventions, fueled by our evolving understanding of active mechanisms that contribute to children's externalizing behavior problems. The future of research in this area can also benefit from a focus on four central issues. First, research can address how single interventions can have meaningful impact on a range of transdiagnostic outcomes because the intervention mechanisms may affect those various outcomes. Second, rooted in implementation science, we are beginning to understand better how evidence-based programs can be disseminated in the real world, examining key issues such as the adequacy of training approaches and the role of therapist and organizational characteristics. Third, a major focus of research can be on how to optimize intervention outcomes, including a focus on microtrials, on tailoring of interventions, on examining rigorously how interventions are delivered, and on the integration of technology and of other approaches such as mindfulness training into CBI. Fourth, research can explore how the therapeutic relationship and the therapists' characteristics can play substantial roles in effective CBI with conduct problem children.
Cognitive profiles of medical morbidities associated with premature birth: a study of children with a history of BPD, IVH, and/or PDA
(University of Alabama Libraries, 2011) Ryan, Sarah M.; Klinger, Laura G.; University of Alabama Tuscaloosa
Infants who are born prior to 37 weeks gestation are considered premature and are at high risk for medical and neuropsychological complications. Specifically, preterm infants are at risk for medical complications such as Intraventricular Hemorrhage, Patent Ductus Arteriosus, and Bronchopulmonary Dysplasia. While medical complications are often associated with cognitive difficulty, few studies have examined whether specific medical complications are related to specific cognitive difficulties. The purpose of the current study was to determine whether these medical complications differentially impact long-term cognitive outcomes of preterm infants. The current study assessed 55 preterm children born weighing less than 1500g at 9-12 years of age using a neuropsychological battery assessing intellectual, language, motor, attention, memory and executive function skills. The results of the current study indicated that each medical complication was associated with a different pattern of cognitive outcomes. Specifically, IVH was associated with impairments in Verbal IQ, executive function, and memory. However, these difficulties were no longer significant after controlling for SES and birthweight. BPD was associated with decreased gross motor and language skills, even after controlling for SES and birthweight. PDA was associated with improved outcomes in the areas of Performance IQ, executive function, language, memory, and fine motor skills. It is hypothesized that the medication often used to treat PDA (i.e., indomethacin) may be preventative with regards to long-term neuropsychological sequelae. Taken together, this study confirms that long-term outcomes associated with prematurity may be differentially predicted by the specific medical complications that occur following birth.
Configurations of risk factors for poor parental treatment engagement
(University of Alabama Libraries, 2011) Minney, Jessica Ann; Lochman, John E.; University of Alabama Tuscaloosa
Behavioral parent training is an effective treatment for many child behavior problems; however, low parent attendance and engagement has been a chronic barrier to its successful implementation. Previous research identified a number of risk factors that were predictive of low engagement in parent training. The present study tested whether these risk factors were valid predictors in a targeted prevention sample using latent class analysis and a binary segmentation procedure to identify meaningful sub-groups within the sample. Although the latent class analysis did not identify meaningful classes which predicted attendance, the binary segmentation procedure resulted in six mutually exclusive groups. These groups were classified based on social support and stressful life events, and group membership significantly predicted attendance at parent training. The validity of these predictors was further supported by a backward stepwise regression. Other frequently studied predictors, such as income, did not discriminate within the sample. These findings suggest that the risk factors for low engagement and participation in targeted prevention parenting interventions may be different from the risk factors for treatment seeking samples.
Counselor-Level Predictors of Sustained Use of an Indicated Preventive Intervention for Aggressive Children
(Springer, 2015) Lochman, John E.; Powell, Nicole P.; Boxmeyer, Caroline L.; Qu, Lixin; Sallee, Meghann; Wells, Karen C.; Windle, Michael; University of Alabama Tuscaloosa; Duke University; Emory University
Despite widespread concern about the frequent failure of trained prevention staff to continue to use evidence-based programs following periods of intensive training, little research has addressed the characteristics and experiences of counselors that might predict their sustained use of a program. The current study follows a sample of school counselors who were trained to use an indicated preventive intervention, the Coping Power program, in an earlier dissemination study, and determines their levels of continued use of the program's child and parent components in the 2 years following the counselors' intensive training in the program. Counselor characteristics and experiences were also examined as predictors of their sustained use of the program components. The Coping Power program addresses children's emotional regulation, social cognitive processes, and increases in positive interpersonal behaviors with at-risk children who have been screened to have moderate to high levels of aggressive behavior. The results indicated that counselors' perceptions of interpersonal support from teachers within their schools, their perceptions of the effectiveness of the program, and their expectations for using the program were all predictive of program use over the following 2 years. In addition, certain counselor personality characteristics (i.e., conscientiousness) and the level of actual teacher-rated behavior change experienced by the children they worked with during training were predictors of counselors' use of the program during the second year after training. These results indicate the central importance of teacher support and of child progress during training in the prediction of counselors' sustained use of a prevention program.
Daily spillover in conflict from the marital relationship to the parent-child relationship: the moderating role of attributes associated with parent emotion-related regulation
(University of Alabama Libraries, 2012) Baden, Rachel Elizabeth; Lochman, John E.; University of Alabama Tuscaloosa
Research has consistently documented that negativity generated in the marital relationship will "spill over" to negatively influence how parents interact with their children. The present study uses a daily reporting design to examine the spillover in naturally-occurring conflict from the marital relationship to the parent-child relationship over a week-long period. The present study also explores the direct and interaction effects of temperament and personality factors associated with emotion-related regulation on these spillover processes. This is the first known study to examine the spillover in specific conflict strategies and to link distal personality and temperament variables to micro-level processes such as day-to-day family conflict. Participants were 61 parents with a preadolescent child "at-risk" for aggressive behavior. Parents reported on their experience of marital and parent-child conflict and their use of constructive and destructive conflict strategies through daily telephone interviews. Personality and temperament ratings were collected through baseline interviews with participants in their homes or community settings. Primary analyses revealed a spillover in conflict and constructive conflict across one time period and across one full day. Parents' emotion-related regulation had direct effects on parents' use of constructive and destructive conflict strategies and interesting moderating effects on the spillover in conflict. Secondary analyses tested potential child effects. Findings have important clinical implications for adaptive intervention programs and family therapies targeting children at-risk for behavioral problems.
Design and methodology for an integrative data analysis of coping power: Direct and indirect effects on adolescent suicidality
(Elsevier, 2022) Morgan-Lopez, Antonio A.; McDaniel, Heather L.; Bradshaw, Catherine P.; Saavedra, Lissette M.; Lochman, John E.; Kaihoi, Chelsea A.; Powell, Nicole P.; Qu, Lixin; Yaros, Anna C.; Research Triangle Institute; University of Virginia; University of Alabama Tuscaloosa
As suicide rates have risen in the last decade, there has been greater emphasis on targeting early risk conditions for suicidality among youth and adolescents as a form of suicide "inoculation ". Two particular needs that have been raised in this nascent literature are a) the dearth of examination of early intervention effects on distal suicide risk that target externalizing behaviors and b) the need to harmonize multiple existing intervention datasets for greater precision in modeling intervention effects on low base rate outcomes such as suicidal be-haviors. This project, entitled "Integrative Data Analysis of Coping Power (CP): Effects on Adolescent Suici-dality ", funded by the National Institute of Mental Health (NIMH), will harmonize and analyze data from 11 randomized controlled trials of CP (total individual-level N = 3183, total school-level N = 189). CP is an empirically-supported, child-and family-focused preventive intervention that focuses on reducing externalizing more broadly among youth who exhibit early aggression, which makes it ideally suited to targeting externalizing pathways to suicidality. The project utilizes three measurement and data analysis frameworks that have emerged across multiple independent disciplines: integrative data analysis (IDA), random treatment effects multilevel modeling (RTE-MLM), and propensity score weighting (PSW). If successful, the project will a) provide initial evidence that CP would have gender-specific indirect effects on suicidality through reductions in externalizing for boys and reductions in internalizing for girls and b) identify optimal conditions under which CP is delivered (e.g., groups, individuals, online) across participants on reductions in suicidality and other key intermediate endpoints.
Development of individuals' own and perceptions of peers' substance use from early adolescence to adulthood
(Pergamon, 2021) Lansford, Jennifer E.; Goulter, Natalie; Godwin, Jennifer; Crowley, Max; McMahon, Robert J.; Bates, John E.; Pettit, Gregory S.; Greenberg, Mark; Lochman, John E.; Dodge, Kenneth A.; Duke University; Simon Fraser University; Pennsylvania State University; Indiana University Bloomington; Auburn University; University of Alabama Tuscaloosa
This study evaluated how individuals' own substance use and their perception of peers' substance use predict each other across development from early adolescence to middle adulthood. Participants were from two longitudinal studies: Fast Track (FT; N = 463) and Child Development Project (CDP; N = 585). Participants reported on their own and peers' substance use during early and middle adolescence and early adulthood, and their own substance use in middle adulthood. From adolescence to early adulthood, individuals' reports of their own substance use in a given developmental period predicted reports of their peers' substance use in the next developmental period more than peers' substance use in a given developmental period predicted individuals' own substance use in the next. In the higher-risk FT sample, individuals' own substance use in early adulthood predicted alcohol, cannabis, and other substance use in middle adulthood, and peers' substance use in early adulthood predicted cannabis use in middle adulthood. In the lower-risk CDP sample, participants' own substance use in early adulthood predicted only their own cannabis use in middle adulthood, whereas peers' substance use in early adulthood predicted participants' alcohol, cannabis, opioid, and other substance use in middle adulthood. The findings suggest that peer substance use in early adulthood may indicate a greater propensity for subsequent substance use in lower-risk groups, whereas those in higher-risk groups may remain more stable in substance use, with less variability explained by peer contexts.
Diagnostic classification of irritability and oppositionality in youth: a global field study comparing ICD-11 with ICD-10 and DSM-5
(Wiley, 2021) Evans, Spencer C.; Roberts, Michael C.; Keeley, Jared W.; Rebello, Tahilia J.; de la Pena, Francisco; Lochman, John E.; Burke, Jeffrey D.; Fite, Paula J.; Ezpeleta, Lourdes; Matthys, Walter; Youngstrom, Eric A.; Matsumoto, Chihiro; Andrews, Howard F.; Medina-Mora, Maria Elena; Ayuso-Mateos, Jose L.; Khoury, Brigitte; Kulygina, Mayya; Robles, Rebeca; Sharan, Pratap; Zhao, Min; Reed, Geoffrey M.; Harvard University; University of Kansas; Virginia Commonwealth University; Columbia University; Instituto Nacional de Psiquiatria Ramon de la Fuente Muniz; University of Alabama Tuscaloosa; University of Connecticut; Autonomous University of Barcelona; Utrecht University; University of North Carolina; University of North Carolina Chapel Hill; Autonomous University of Madrid; American University of Beirut; Shanghai Jiao Tong University; World Health Organization
Background Severe irritability has become an important topic in child and adolescent mental health. Based on the available evidence and on public health considerations, WHO classified chronic irritability within oppositional defiant disorder (ODD) in ICD-11, a solution markedly different from DSM-5's (i.e. the new childhood mood diagnosis, disruptive mood dysregulation disorder [DMDD]) and from ICD-10's (i.e. ODD as one of several conduct disorders without attention to irritability). In this study, we tested the accuracy with which a global, multilingual, multidisciplinary sample of clinicians were able to use the ICD-11 classification of chronic irritability and oppositionality as compared to the ICD-10 and DSM-5 approaches. Methods Clinicians (N = 196) from 48 countries participated in an Internet-based field study in English, Spanish, or Japanese and were randomized to review and use one of the three diagnostic systems. Through experimental manipulation of validated clinical vignettes, we evaluated how well clinicians in each condition could identify chronic irritability versus nonirritable oppositionality, episodic bipolar disorder, dysthymic depression, and normative irritability. Results Compared to ICD-10 and DSM-5, ICD-11 led to more accurate identification of severe irritability and better differentiation from boundary presentations. Participants using DSM-5 largely failed to apply the DMDD diagnosis when it was appropriate, and they more often applied psychopathological diagnoses to developmentally normative irritability. Conclusions The formulation of irritability and oppositionality put forth in ICD-11 shows evidence of clinical utility, supporting accurate diagnosis. Global mental health clinicians can readily identify ODD both with and without chronic irritability.
Dimensional personality traits and normative externalizing behavior in a college sample
(University of Alabama Libraries, 2015) Johnson, Alexandria K.; Glenn, Andrea L.; Sellbom, Martin; University of Alabama Tuscaloosa
This study aimed to determine personality traits that are associated with a variety of different problematic externalizing behaviors among college students versus personality traits that are selectively associated with one or more specific types of externalizing behavior. In order to do this, a wide range of personality traits and externalizing behaviors (e.g. alcohol and drug use, risky driving, aggressive acts, sexual promiscuity and relationship infidelity, academic misconduct, etc.) typical among an undergraduate population were examined in conjunction. Furthermore, this examination was conducted using the recently proposed personality model for the DSM-5, a model that aligns well with existing personality models but is in need of further research. The sample included 257 college undergraduates who responded to the Personality Inventory for the DSM-5, a self-report personality survey designed to be representative of the DSM-5 model, as well a variety of self-report inventories measuring externalizing behaviors. Results revealed that externalizing behavior is best associated with the domain level trait Antagonism and to a lesser degree Disinhibition. In addition certain facet level traits (i.e. Deceitfulness and Risk-taking) were also associated with a variety of externalizing criteria while a few facet level traits (i.e., Hostility) were associated primarily with a particular type of externalizing behavior. Implications are discussed.
Does a Booster Intervention Augment the Preventive Effects of an Abbreviated Version of the Coping Power Program for Aggressive Children?
(Springer, 2014) Lochman, John E.; Baden, Rachel E.; Boxmeyer, Caroline L.; Powell, Nicole P.; Qu, Lixin; Salekin, Karen L.; Windle, Michel; University of Alabama Tuscaloosa; University of Alabama Birmingham; Emory University
Booster interventions have been presumed to be important methods for maintaining the effects of evidence-based programs for children with behavioral problems, but there has been remarkably little empirical attention to this assumption. The present study examines the effect of a child-oriented booster preventive intervention with children who had previously received an abbreviated version (24 child sessions, 10 parent sessions) of the Coping Power targeted prevention program. Two hundred and forty-one children (152 boys, 89 girls) were screened as having moderate to high levels of aggressive behavior in 4th grade, then half were randomly assigned to receive the abbreviated Coping Power program in 5th grade, and half of the preventive intervention children were then randomly assigned to a Booster condition in 6th grade. The Booster sessions consisted of brief monthly individual contacts, and were primarily with the children. Five assessments across 4 years were collected from teachers, providing a three-year follow-up for all children who participated in the project. Results indicated that the abbreviated Coping Power program (one-third shorter than the full intervention) had long-term effects in reducing children's externalizing problem behaviors, proactive and reactive aggression, impulsivity traits and callous-unemotional traits. The Booster intervention did not augment these prevention effects. These findings indicate that a briefer and more readily disseminated form of an evidence-based targeted preventive intervention was effective. The findings have potential implications for policy and guidelines about possible intervention length and booster interventions.
Does ethnicity impact academic success?: examination of ethnic identity mediation on academic self-efficacy and academic achievement
(University of Alabama Libraries, 2011) Jimenez-Camargo, Luis Alberto; Lochman, John E.; University of Alabama Tuscaloosa
The current literature appears to have mixed results as to how ethnic identity (EI) impacts academic achievement. This study attempts to clarify EI's role by proposing it as a potential mediator for the relationship between academic self-efficacy (ASE) and academic achievement as measured by grade point average (GPA) and Math, Reading, and English/Language Arts Criterion Referenced Competency Tests (CRCTs). School level socioeconomic status (SES) and ethnic composition are also analyzed in conjunction with the aforementioned variables to determine the degree to which they impact the potential mediating relationships. Exploratory analyses examining ASE as a mediator and both ASE and EI as moderators were also undertaken. Participants included 142 males and 137 females for a total of 279. Of these, 65.6% were African American (AA) 34.4% were Caucasian (EA). Results indicated that both ASE and EI statistically mediated the other respective variable's relation to GPA. With regard to the CRCTs, ASE mediated the relationship between EI and Reading while EI mediated the relationship between ASE and Math. No statistical moderation was found for either EI or ASE. Similarly, no moderation was found for either of the school level variables. Additionally, no significant differences between ethnicities were found for the relationships examined. The statistical mediation results are explained through their potential associations to specific intelligences. It is thought that ASE may be more closely related to verbal-linguistic intelligence (VLI), thus explaining its stronger association with reading; while EI is thought to be more closely associated with logical-mathematical intelligence (LMI), thus explaining its stronger association with math. Limitations, lack of significant moderation, and implications for future research are also discussed.
Effectiveness of an Intervention for Children with Externalizing Behavior and Mild to Borderline Intellectual Disabilities: A Randomized Trial
(Springer, 2017) Schuiringa, Hilde; van Nieuwenhuijzen, Maroesjka; de Castro, Bram Orobio; Lochman, John E.; Matthys, Walter; Utrecht University; Vrije Universiteit Amsterdam; University of Alabama Tuscaloosa; Utrecht University Medical Center
This study evaluated the effectiveness of Standing Strong Together (SST), a combined group based parent and child intervention for externalizing behavior in 9-16 year-old children with mild to borderline intellectual disabilities (MBID). Children with externalizing behavior and MBID (IQ from 55 to 85) (N = 169) were cluster randomly assigned to SST combined with care as usual or to care as usual only. SST led to a significant benefit on teacher reported but not on parent reported externalizing behavior. SST had significant effects on parent rated positive parenting and the parent-child relationship. The present study shows that a multicomponent group based intervention for children with MBID is feasible and has the potential to reduce children's externalizing behavior and improve both parenting behavior and the parent-child relationship.

Browsing by Author "Lochman, John E."

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