Sheryl Olson - Academia.edu (original) (raw)
Papers by Sheryl Olson
Journal of the American Academy of Child & Adolescent Psychiatry
Child Development Perspectives
Journal of Abnormal Child Psychology
Aggressive behavior, 2018
Children who aggress against their peers may use physical or relational forms, yet little researc... more Children who aggress against their peers may use physical or relational forms, yet little research has looked at early childhood risk factors and characteristics that uniquely predict high levels of relational versus physical aggression in preadolescence. Accordingly, the main aim of our study was to link early corporal punishment and externalizing behavior to children's physical and relational peer aggression during preadolescence and to examine how these pathways differed by sex. Participants were 193, 3-year-old boys (39%) and girls who were reassessed following the transition to kindergarten (5.5 years) and preadolescence (10.5 years). A series of autoregressive, cross-lagged path analyses were conducted to examine the relationships between child externalizing problems and corporal punishment at ages 3 and 5.5 years, and their association with physical and relational aggression at age 10.5. Multiple group analysis was used to determine whether pathways differed by sex. Three...
Journal of Child and Family Studies
Development and Psychopathology
Preventing problem behavior requires an understanding of earlier factors that are amenable to int... more Preventing problem behavior requires an understanding of earlier factors that are amenable to intervention. The main goals of our prospective longitudinal study were to trace trajectories of child externalizing behavior between ages 3 and 10 years, and to identify patterns of developmentally significant child and parenting risk factors that differentiated pathways of problem behavior. Participants were 218 3-year-old boys and girls who were reassessed following the transition to kindergarten (age 5–6 years) and during the late school-age years (age 10). Mothers contributed ratings of children's externalizing behavior at all three time points. Children's self-regulation abilities and theory of mind were assessed during a laboratory visit, and parenting risk (frequent corporal punishment and low maternal warmth) was assessed using interview-based and questionnaire measures. Four developmental trajectories of externalizing behavior yielded the best balance of parsimony and fit ...
Journal of Abnormal Child Psychology, 2016
Deficient self-regulation plays a key role in the etiology of early onset disruptive behavior dis... more Deficient self-regulation plays a key role in the etiology of early onset disruptive behavior disorders and signals risk for chronic psychopathology. However, to date, there has been no research comparing preschool children with and without high levels of disruptive behavior using Event Related Potentials (ERPs) associated with specific self-regulation sub-processes. We examined 15 preschool children with high levels of disruptive behavior (35 % female) and 20 peers with low disruptive behavior (50 % female) who completed a Go/No-go task that provided emotionally valenced feedback. We tested whether 4 ERP components: the Error Related Negativity, the Error Positivity, the Feedback Related Negativity, and the No-go N2, differed in preschool children with and without high levels of disruptive behavior. Preschoolers with high levels of disruptive behavior showed less differentiation between the Error Positivity and corresponding waveforms following correct responses at posterior sites. Preschoolers with high and low disruptive behavior also showed differences in Go/No-go N2 waveform amplitudes across electrodes. These findings suggest that preschool children with high levels of disruptive behavior may show abnormal brain activity during certain self-regulation sub-processes, informing potential advances in conceptualizing and treating early disruptive behavior.
Journal of the American Academy of Child & Adolescent Psychiatry, 2016
Developmental Psychology, 1984
Page 1. Development*] ftychology I9M, Vol 20, No I, 166-179 Copyright 1984 by Ihe American Psycho... more Page 1. Development*] ftychology I9M, Vol 20, No I, 166-179 Copyright 1984 by Ihe American Psychological Association, Inc Mother-Infant Interaction and the Development of Individual Differences in Children's Cognitive Competence ...
Early Education and Development, Dec 31, 1997
... to school. i i Page 4. 120 Olson & Rosenblum In summary, our major research questions wer... more ... to school. i i Page 4. 120 Olson & Rosenblum In summary, our major research questions were: 1) Which specific areas of social competence are most highly related to internalizing problems in preschool-age children? 2) Do ...
Developmental Science, 2016
Parenting strategies involving psychological control are associated with increased adjustment pro... more Parenting strategies involving psychological control are associated with increased adjustment problems in children. However, no research has examined the extent to which culture and psychological control predict children's stress physiology. We examine cultural differences in maternal psychological control and its associations with children's cortisol. Chinese (N = 59) and American (N = 45) mother-child dyads participated in the study. Mothers reported on psychological control. Children's cortisol was collected during a stressor and two indices of Area Under the Curve (AUC) were computed: AUCg which accounts for total output, and AUCi, which captures reactivity. Results indicate that Chinese mothers reported higher levels of psychological control and Chinese children had higher levels of AUCg than their American counterparts. Across both cultures, psychological control was significantly associated with increased cortisol levels as indexed by AUCg. There were no associations for AUCi. Finally, mediation analyses demonstrated that psychological control fully explained cultural differences in children's cortisol stress response as indexed by AUCg.
Journal of Abnormal Child Psychology, 2015
Childhood externalizing problems are more likely to be severe and persistent when combined with h... more Childhood externalizing problems are more likely to be severe and persistent when combined with high levels of callous-unemotional (CU) behavior. A handful of recent studies have shown that CU behavior can also be reliably measured in the early preschool years, which may help to identify young children who are less likely to desist from early externalizing behaviors. The current study extends previous literature by examining the role of CU behavior in very early childhood in the prediction of externalizing problems in both middle and late childhood, and tests whether other relevant child characteristics, including Theory-of-Mind (ToM) and fearful/inhibited temperament moderate these pathways. Multi-method data, including parent reports of child CU behavior and fearful/inhibited temperament, observations of ToM, and teacher-reported externalizing problems were drawn from a prospective, longitudinal study of children assessed at ages 3, 6, and 10 (N = 241; 48 % female). Results demonstrated that high levels of CU behavior predicted externalizing problems at ages 6 and 10 over and above the effect of earlier externalizing problems at age 3, but that these main effects were qualified by two interactions. High CU behavior was related to higher levels of externalizing problems specifically for children with low ToM and a low fearful/inhibited temperament. The results show that a multitude of child characteristics likely interact across development to increase or buffer risk for child externalizing problems. These findings can inform the development of targeted early prevention and intervention for children with high CU behavior.
Http Dx Doi Org 10 1207 S15374424jccp1802_9, Jun 7, 2010
... coherence. For example, Toner, ~olstein, and and Penquis Head Start for their help with this ... more ... coherence. For example, Toner, ~olstein, and and Penquis Head Start for their help with this project. I also Hetherington (1977) assessed preschoolers' cog-thank Jane Parks, Janelle Johnson, Betsy Hoza, Nancy Be-nitive impulsivity using the Matching Familiar Fig-...
Merrill-Palmer quarterly (Wayne State University. Press)
ABSTRACT
Merrill-Palmer quarterly (Wayne State University. Press)
ABSTRACT
International Encyclopedia of the Social & Behavioral Sciences, 2015
Journal of the American Academy of Child & Adolescent Psychiatry
Child Development Perspectives
Journal of Abnormal Child Psychology
Aggressive behavior, 2018
Children who aggress against their peers may use physical or relational forms, yet little researc... more Children who aggress against their peers may use physical or relational forms, yet little research has looked at early childhood risk factors and characteristics that uniquely predict high levels of relational versus physical aggression in preadolescence. Accordingly, the main aim of our study was to link early corporal punishment and externalizing behavior to children's physical and relational peer aggression during preadolescence and to examine how these pathways differed by sex. Participants were 193, 3-year-old boys (39%) and girls who were reassessed following the transition to kindergarten (5.5 years) and preadolescence (10.5 years). A series of autoregressive, cross-lagged path analyses were conducted to examine the relationships between child externalizing problems and corporal punishment at ages 3 and 5.5 years, and their association with physical and relational aggression at age 10.5. Multiple group analysis was used to determine whether pathways differed by sex. Three...
Journal of Child and Family Studies
Development and Psychopathology
Preventing problem behavior requires an understanding of earlier factors that are amenable to int... more Preventing problem behavior requires an understanding of earlier factors that are amenable to intervention. The main goals of our prospective longitudinal study were to trace trajectories of child externalizing behavior between ages 3 and 10 years, and to identify patterns of developmentally significant child and parenting risk factors that differentiated pathways of problem behavior. Participants were 218 3-year-old boys and girls who were reassessed following the transition to kindergarten (age 5–6 years) and during the late school-age years (age 10). Mothers contributed ratings of children's externalizing behavior at all three time points. Children's self-regulation abilities and theory of mind were assessed during a laboratory visit, and parenting risk (frequent corporal punishment and low maternal warmth) was assessed using interview-based and questionnaire measures. Four developmental trajectories of externalizing behavior yielded the best balance of parsimony and fit ...
Journal of Abnormal Child Psychology, 2016
Deficient self-regulation plays a key role in the etiology of early onset disruptive behavior dis... more Deficient self-regulation plays a key role in the etiology of early onset disruptive behavior disorders and signals risk for chronic psychopathology. However, to date, there has been no research comparing preschool children with and without high levels of disruptive behavior using Event Related Potentials (ERPs) associated with specific self-regulation sub-processes. We examined 15 preschool children with high levels of disruptive behavior (35 % female) and 20 peers with low disruptive behavior (50 % female) who completed a Go/No-go task that provided emotionally valenced feedback. We tested whether 4 ERP components: the Error Related Negativity, the Error Positivity, the Feedback Related Negativity, and the No-go N2, differed in preschool children with and without high levels of disruptive behavior. Preschoolers with high levels of disruptive behavior showed less differentiation between the Error Positivity and corresponding waveforms following correct responses at posterior sites. Preschoolers with high and low disruptive behavior also showed differences in Go/No-go N2 waveform amplitudes across electrodes. These findings suggest that preschool children with high levels of disruptive behavior may show abnormal brain activity during certain self-regulation sub-processes, informing potential advances in conceptualizing and treating early disruptive behavior.
Journal of the American Academy of Child & Adolescent Psychiatry, 2016
Developmental Psychology, 1984
Page 1. Development*] ftychology I9M, Vol 20, No I, 166-179 Copyright 1984 by Ihe American Psycho... more Page 1. Development*] ftychology I9M, Vol 20, No I, 166-179 Copyright 1984 by Ihe American Psychological Association, Inc Mother-Infant Interaction and the Development of Individual Differences in Children's Cognitive Competence ...
Early Education and Development, Dec 31, 1997
... to school. i i Page 4. 120 Olson & Rosenblum In summary, our major research questions wer... more ... to school. i i Page 4. 120 Olson & Rosenblum In summary, our major research questions were: 1) Which specific areas of social competence are most highly related to internalizing problems in preschool-age children? 2) Do ...
Developmental Science, 2016
Parenting strategies involving psychological control are associated with increased adjustment pro... more Parenting strategies involving psychological control are associated with increased adjustment problems in children. However, no research has examined the extent to which culture and psychological control predict children's stress physiology. We examine cultural differences in maternal psychological control and its associations with children's cortisol. Chinese (N = 59) and American (N = 45) mother-child dyads participated in the study. Mothers reported on psychological control. Children's cortisol was collected during a stressor and two indices of Area Under the Curve (AUC) were computed: AUCg which accounts for total output, and AUCi, which captures reactivity. Results indicate that Chinese mothers reported higher levels of psychological control and Chinese children had higher levels of AUCg than their American counterparts. Across both cultures, psychological control was significantly associated with increased cortisol levels as indexed by AUCg. There were no associations for AUCi. Finally, mediation analyses demonstrated that psychological control fully explained cultural differences in children's cortisol stress response as indexed by AUCg.
Journal of Abnormal Child Psychology, 2015
Childhood externalizing problems are more likely to be severe and persistent when combined with h... more Childhood externalizing problems are more likely to be severe and persistent when combined with high levels of callous-unemotional (CU) behavior. A handful of recent studies have shown that CU behavior can also be reliably measured in the early preschool years, which may help to identify young children who are less likely to desist from early externalizing behaviors. The current study extends previous literature by examining the role of CU behavior in very early childhood in the prediction of externalizing problems in both middle and late childhood, and tests whether other relevant child characteristics, including Theory-of-Mind (ToM) and fearful/inhibited temperament moderate these pathways. Multi-method data, including parent reports of child CU behavior and fearful/inhibited temperament, observations of ToM, and teacher-reported externalizing problems were drawn from a prospective, longitudinal study of children assessed at ages 3, 6, and 10 (N = 241; 48 % female). Results demonstrated that high levels of CU behavior predicted externalizing problems at ages 6 and 10 over and above the effect of earlier externalizing problems at age 3, but that these main effects were qualified by two interactions. High CU behavior was related to higher levels of externalizing problems specifically for children with low ToM and a low fearful/inhibited temperament. The results show that a multitude of child characteristics likely interact across development to increase or buffer risk for child externalizing problems. These findings can inform the development of targeted early prevention and intervention for children with high CU behavior.
Http Dx Doi Org 10 1207 S15374424jccp1802_9, Jun 7, 2010
... coherence. For example, Toner, ~olstein, and and Penquis Head Start for their help with this ... more ... coherence. For example, Toner, ~olstein, and and Penquis Head Start for their help with this project. I also Hetherington (1977) assessed preschoolers' cog-thank Jane Parks, Janelle Johnson, Betsy Hoza, Nancy Be-nitive impulsivity using the Matching Familiar Fig-...
Merrill-Palmer quarterly (Wayne State University. Press)
ABSTRACT
Merrill-Palmer quarterly (Wayne State University. Press)
ABSTRACT
International Encyclopedia of the Social & Behavioral Sciences, 2015