幼儿期行为问题的持续和变化。
Persistence and change in behavioural problems during early childhood.
机构信息
School of Psychology, University of Auckland, Auckland, New Zealand.
Centre for Longitudinal Research - He Ara ki Mua, University of Auckland, Private Bag 92019, Auckland, New Zealand.
出版信息
BMC Pediatr. 2019 Jul 26;19(1):259. doi: 10.1186/s12887-019-1631-3.
BACKGROUND
Behavioural problems and psychopathology can present from as early as the preschool period. However there is evidence that behavioural difficulties may not be stable over this period. Therefore, the current study was interested in evaluating the persistence and change in clinically relevant behavioural problems during early childhood in a population-based New Zealand birth cohort.
METHODS
Behaviour was assessed in 5896 children when they were aged 2 and 4.5 years using the Strengths and Difficulties Questionnaire (SDQ). Correlations and mean differences in subscale and total difficulties scores were examined. Scores were then dichotomised into normal/borderline and abnormal ranges to evaluate the persistence and change in significant behavioural problems. Chi-square analyses and ANOVAs were used to determine the association between sociodemographic and birth variables, and preschool behavioural stability.
RESULTS
Raw scores at ages 2 and 4.5 years were moderately correlated, with most measures showing a small but significant decrease in mean scores over time. The majority of children who showed abnormal behaviour at 2 years improved at 4.5 years (57.9% for total difficulties). However, a notable proportion persisted in their difficulties from 2 to 4.5 years (42.1% for total difficulties). There was a small percentage of children who were categorised as abnormal only at 4.5 years. Children with difficulties at one or both time points had a greater proportion who were the result of an unplanned pregnancy, lived in highly deprived urban areas, and had mothers who were younger, of Māori and Pacific ethnicity and were less educated.
CONCLUSIONS
Not all children who show early behavioural difficulties persist in these difficulties. Those whose difficulties persist were more likely to experience risk factors for vulnerability relative to children with no difficulties. Results suggest that repeated screening for early childhood behavioural difficulties is important.
背景
行为问题和精神病理学早在学龄前就会出现。然而，有证据表明，在这段时间内，行为困难可能并不稳定。因此，本研究旨在评估在一个基于人群的新西兰出生队列中，幼儿期临床相关行为问题的持续性和变化。
方法
在儿童 2 岁和 4.5 岁时，使用长处与困难问卷（SDQ）评估 5896 名儿童的行为。检查子量表和总困难得分的相关性和平均值差异。然后将分数分为正常/边缘和异常范围，以评估显著行为问题的持续性和变化。使用卡方分析和方差分析来确定社会人口学和出生变量与学前行为稳定性之间的关系。
结果
2 岁和 4.5 岁时的原始分数中度相关，大多数指标的平均分数随着时间的推移呈略有显著下降趋势。大多数在 2 岁时表现出异常行为的儿童在 4.5 岁时有所改善（总困难的 57.9%）。然而，相当一部分儿童从 2 岁到 4.5 岁仍存在困难（总困难的 42.1%）。有一小部分儿童仅在 4.5 岁时被归类为异常。在一个或两个时间点有困难的儿童中，有更多的人是意外怀孕的结果，生活在高度贫困的城市地区，母亲更年轻，是毛利人和太平洋岛民，受教育程度较低。
结论
并非所有表现出早期行为困难的儿童都会持续存在这些困难。那些困难持续存在的儿童比没有困难的儿童更有可能经历易感性的风险因素。结果表明，对幼儿期行为困难进行反复筛查很重要。
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