Showing papers in "Journal of Abnormal Child Psychology in 1979"
TL;DR: The current evidence is considered to support a hypothesis concerning abnormal hemisphere functioning in this group of children and it is suggested that future research should be particularly concerned with controlling for developmental influences on performance, and with investigation of the higher functioning autistic children who are less governed by retardation factors.
Abstract: The literature on various aspects of learning and performance in autistic children is reviewed and interpreted as indicating very little that is specific to autism. Inadequate and inconsistent methodology precludes generalizations concerning the nature of the disorder. It is suggested that future research should be particularly concerned with controlling for developmental influences on performance, and with investigation of the higher functioning autistic children who are less governed by retardation factors. The current evidence is considered to support a hypothesis concerning abnormal hemisphere functioning in this group of children.
156 citations
TL;DR: The results showed that the majority of the autistic and the youngest normal children acquired only some limited features of the observational situation and chronological age was related to the amount of learning through observation in the normal children but not in the autistics.
Abstract: The present investigation studied observational learning in autistic children Fifteen autistic and 15 normal children watched an adult model engage in a set of behaviors under specific verbal instructions After observing this situation, the children were tested to determine what they had acquired through observation The results showed that (1) the majority of the autistic and the youngest normal children acquired only some limited features of the observational situation and (2) chronological age was related to the amount of learning through observation in the normal children but not in the autistics The deficit that the autistic children showed in observational learning may be related to a failure to discriminate or attend to the total stimulus input presented Their failure in observational learning can be seen to contribute in a major way to the severely impoverished behavioral repertoires of these children
134 citations
TL;DR: The authors found that hyperactive children were relatively unable to perform efficiently on the task, and that this deficit endured regardless of age, IQ, or experimental condition, and found that self-generated mediating behaviors were related to a child's performance.
Abstract: Twenty boys (6–8 years) rated by their teachers as hyperactive and a matched sample of nonhyperactive boys performed a task that required them to withhold responding for a set time interval in order to be rewarded (DRL 6-second schedule). Half of each group worked on a one-button console while the other half was provided with additional collateral buttons. Results indicated that hyperactive children were relatively unable to perform efficiently on the task, and that this deficit endured regardless of age, IQ, or experimental condition. DRL was thus found to discriminate accurately between teacher-rated and parent-rated hyperactive and nonhyperactive children. Furthermore, a wide variety of self-generated mediating behaviors was observed, and it was determined that a child's DRL performance was related to the kind of mediating behaviors he displayed. Results are discussed in terms of the clinical assessment of hyperactivity and the training of impulsive children.
110 citations
TL;DR: This study examined the relationship involving children's level of anxiety, defensiveness, and play patterns 1 week prior to, during, and 1 week after hospitalization for minor surgery.
Abstract: This study examined the relationship involving children's level of anxiety, defensiveness, and play patterns 1 week prior to, during, and 1 week after hospitalization for minor surgery. A 7-month follow up was also conducted in order to assess the children's recall for hospital events and coping style. The results suggested that two classes of children could be identified. The children in one group distinguished themselves in terms of their disposition to engage in the “work of worrying” (i.e., were low defensive prior to hospitalization, actively played with stress-related toys prior to hospitalization, and reported minimal distress and anxiety following surgery). Those in the second group were highly defensive, avoided playing with stress-related toys, and reported most anxiety following surgery. The parallel between children and adult patterns of dealing with surgery was considered in terms of Janis's (1958) model of coping with psychological stress.
90 citations
TL;DR: The fact that six conduct problem hyperactives were found to be more disruptive and have higher activity level ratings than six inattentivehyperactives, when observed in their classrooms, points to the need to study and treat hyperactive groups as heterogeneous groups.
Abstract: Teacher ratings, peer perceptions, peer interactions, and classroom behaviors of 17 hyperactive and 17 active elementary school-age boys, nominated by their teachers, were compared using multivariate analyses and planned comparisons in order to better describe and assess hyperactivity in its most probable setting —the classroom. Hyperactive boys were found to be significantly different from actives on measures from all data sources in that they were perceived and interacted more negatively. Cluster analyses of teacher ratings of 90 hyperactives from a clinical sample and 17 hyperactives from the current sample were used to discriminate among different types of hyperactives. Four types were named anxious, conduct problem, inattentive, and low problem hyperactives. The fact that six conduct problem hyperactives were found to be more disruptive and have higher activity level ratings than six inattentive hyperactives, when observed in their classrooms, points to the need to study and treat hyperactives as heterogeneous groups.
82 citations
TL;DR: Findings suggested that young aggressive children were not at risk for adolescent court contact, and it was the young child with identified stealing problems who was highly likely to become an official delinquent.
Abstract: This study compared the follow-up incidence of court-recorded nonstatus offenses for three groups of adolescent children. These children had been seen 2 to 9 years earlier for problems with aggression in the home (N=21),for stealing problems (N=25),or for normative comparisons (N=14). The resultsshowed that 77% of the children with stealing problems had court-recorded offenses. This was significantly higher than the aggressive children, whose rate did not differ from the normative sample. These findings suggested that young aggressive children were not at risk for adolescent court contact. Instead, it was the young child with identified stealing problems who was highly likely to become an official delinquent. It also appeared that parental reports of stealing events constituted a predictive measure of later criminal acts.
77 citations
TL;DR: Factor analysis of a revised Behavior Problem Checklist for a sample of preschool children yielded six oblique primary factors and two orthogonal second-order factors that were correlated with activity level, gross- and fine-motor incoordination, minor physical anomalies, and sociability.
Abstract: Factor analysis of a revised Behavior Problem Checklist for a sample of preschool children yielded six oblique primary factors and two orthogonal second-order factors. Scores on these factors were correlated with activity level, gross- and fine-motor incoordination, minor physical anomalies, and sociability. There were sex differences and factor differences in the resulting patterns of correlations. The patterns of correlations also indicated that the six primary factors could be collapsed into two broad (Conduct and Personality) and two narrow (Distractibility and Attention Seeking) factors.
57 citations
TL;DR: High correlations were found suggesting excellent predictability between scales and considerable stability across time and rater, and lower scores on a subsequent rating relative to an initial rating were demonstrated, dependent on time between ratings but independent of teacher expectation of treatment gains.
Abstract: Rating scales have become the instrument of choice in labeling and assessing change in behavior of hyperactive children. However, several criticisms have recently been levied against their use. The present investigation examined the concurrent validity, and inter- and intrarater reliability for the Abbreviated Teacer Questionnaire (ATQ, Conners, 1973) and the Rating Scales for Hyperkinesis (Davids, 1971). Sixteen teachers from two special and two regular schools (grades 1–4) rated 211 normal and 49 special children using both scales. High correlations were found suggesting excellent predictability between scales and considerable stability across time and rater. Lower scores on a subsequent rating relative to an initial rating were demonstrated, dependent on time between ratings but independent of (a) teacher expectation of treatment gains, (b) bias produced by rating selected children, and (c) whether children were hyperactive or normal. Use of initial and infrequent rating scores versus subsequent, closely spaced ratings was related to the rater's objective (e.g., diagnosis, treatment, or assessment).
54 citations
TL;DR: Differences in amount and type of private speech between hyperactive and nonhyperactive boys were found to indicate that hyperactive boys may be presenting a specific or general cognitive lag in development.
Abstract: Types and amount of private speech (audible talking that is not addressed to another person) were assessed during the free play of 16 hyperactive and 16 nonhyperactive boys. Verbalizations were coded into nine categories that denoted the boys' level of use of verbal control of their own behavior (Luria, 1961; Kohlberg, Yeager, & Hjertholm; 1968). Differences in amount and type of private speech between hyperactive and nonhyperactive boys were found to indicate that hyperactive boys may be presenting a specific or general cognitive lag in development. Treatment ramifications are discussed.
53 citations
TL;DR: Adequately reading hyperactive boys, normally behaved learning-disabled boys, and normal controls were contrasted on tests measuring personality traits, cognitive role taking, and moral reasoning; on the Junior Personality Inventory hyperactives tended to have elevated scores on the neuroticism scale while LD boys had higher score on the lie scale.
Abstract: Adequately reading hyperactive boys, normally behaved learning-disabled (LD) boys, and normal controls were contrasted on tests measuring personality traits, cognitive role taking, and moral reasoning. Additionally, parents and teachers rated all children on a number of behaviors, and parents were interviewed in a process-oriented fashion to assess home stimulation potential. Hyperactive boys were rated more aggressive and anxious than LD boys and controls and had not been encouraged as much by parents to achieve. Hyperactives had been born to younger parents, on the average, and 25% lived with their mothers and stepfathers. None of the LD or control boys had stepfathers. The groups did not differ significantly in moral reasoning ability, cognitive role taking, or locus of control; on the Junior Personality Inventory hyperactives tended to have elevated scores on the neuroticism scale while LD boys had higher scores on the lie scale.
47 citations
TL;DR: Although different outcome measures may yield similar conclusions about the effectiveness of parent behavioral training, the results suggest that any one subject, relative to other subjects, does not demonstrate uniform degrees of change across the three outcome measures.
Abstract: The purpose of the present study was to examine the relationship among three types of outcome measures that have been employed to evaluate parent behavioral training: observational data collected by independent observers, parent-collected data, and parent-completed questionnaires. Previous research suggests that all three measures yield positive outcome data; however, a correlational analysis has not been performed to determine if the subjects who demonstrate the largest (smallest) change on one measure demonstrate the largest (smallest) change on the other measures. The present study undertook such a correlational analysis. Subjects were 20 young clinic-referred children and their mothers. Treatment consisted of a standardized parent training program to modifly child noncompliance. All three outcome measures (observational data, parent-collected data, and questionnaire data) indicated that therapy was effective. A correlational analysis performed on the outcome measures indicated a number of significant relationships for dependent variables withinthe observational data and withinthe questionnaire data; however, there were no significant relationships acrossthe three outcome measures. Although different outcome measures may yield similar conclusions about the effectiveness of parent behavioral training, the results suggest that any one subject, relative to other subjects, does not demonstrate uniform degrees of change across the three outcome measures. Explanations for the findings, as well as their implications, are discussed.
TL;DR: Hyperactives, when compared to normals, did show deficits in the aforementioned areas, however, whenCompared to the behavior problem and asthmatic children only the attentional deficits clearly differentiated hyperactives from the other children.
Abstract: In an attempt to determine whether the commonly described deficits associated with hyperactivity — inappropriate activity, short attention span, low frustration tolerance, and impulsivity — are unique to this population, hyperactive, behavior problem, asthmatic, and normal control children were studied. The tests most often used in research with hyperactives were administered. Hyperactives, when compared to normals, did show deficits in the aforementioned areas. However, when compared to the behavior problem and asthmatic children only the attentional deficits clearly differentiated hyperactives from the other children.
TL;DR: Gender-problem sons were seen as relatively inactive and introverted, and were non-significantly lower than the clinical control boys in perceived behavior problems, but both groups had marginally more problems than the normal boys.
Abstract: The physical movement and social characteristics of effeminate behavior-problem, referred boys (N=13)were compared with those of normal boys (N=25)and boys (N=12)referred for nongender problems. Parent reports, observer ratings, and videotapes were collected in a series of structured tasks. As expected, mothers described gender-problem sons as much more feminine than the other two groups in interests, activities, and mannerisms. Gender-problem sons were also seen as relatively inactive and introverted. Further, they were non-significantly lower than the clinical control boys in perceived behavior problems, but both groups had marginally more problems than the normal boys. Gender-problem and clinical control boys both showed more body constriction than normal boys in ratings of a videotaped interview. They also both showed less ideal ball-throw form than normal boys on a set of variables scored with slow-motion video. However, in a set of behaviors directly rated in the various tasks, the gender-problem boys gave a uniquely general impression of uncoordination. The groups did not differ on seven additional variables.
TL;DR: Male pupils identified as behaviorally disordered, learning disabled, and educable mentally retarded, as well as nonidentified normal boys, were rated by their teachers on the Behavior Problem Checklist.
Abstract: Male pupils identified as behaviorally disordered, learning disabled, and educable mentally retarded, as well as nonidentified normal boys, were rated by their teachers on the Behavior Problem Checklist. Analyses of the ratings indicated significant differences for pupil category, Behavior Problem Checklist dimension, and category by dimension interaction, but no significant differences for age alone or in interaction with other factors. Categories of pupils were best discriminated from one another on the basis of Conduct Disorder and Personality Problem dimensions of the Behavior Problem Checklist. Results were discussed in terms of some implications for special education and further research suggested by the present findings.
TL;DR: While no differential effects on recall were found for responder type, methylphenidate did affect the spontaneous overt labeling of central stimuli by the favorable responder group.
Abstract: This study investigated the effect of methylphenidate (Ritalin) on the selective attention of hyperactive children designated as favorable or adverse responders to stimulant medication Using a type II incidental learning paradigm, it was found that children in the drug condition recalled more central and less incidental stimuli than those children in the placebo condition While no differential effects on recall were found for responder type, methylphenidate did affect the spontaneous overt labeling of central stimuli by the favorable responder group Results were interpreted in terms of the role of methylphenidate in narrowing the focus of attention Implications for the classification of hyperactive children as favorable and adverse responders were also discussed
TL;DR: This study compares the short-term effects of methylphenidate and of teacher consultation on the on task behavior of diagnosed hyperkinetic outpatient boys and selected classmates and finds a trend toward a significant treatment effect on their average classmates.
Abstract: This study compares the short-term effects of methylphenidate and of teacher consultation on the on-task behavior of diagnosed hyperkinetic outpatient boys and selected classmates. Statistically significant treatment effects were found for both drug-treated and behaviorally treated hyperkinetic boys; the size of these effects did not differ between the two types of treatment. Within the behavioral group, the treatment effect spilled over, so that there was also a significant treatment effect on overactive classmates of the behaviorally treated hyperkinetic children and a trend toward a significant treatment effect on their average classmates. Some implications of the findings are discussed.
TL;DR: A school-based model of preventive intervention is described which identified and significantly overcame school maladaptation among preschool children enrolled in a Detroit Public School Title I Program.
Abstract: A school-based model of preventive intervention is described which identified and significantly overcame school maladaptation among preschool children enrolled in a Detroit Public School Title I Program. Children were screened by teachers for learning and behavioral difficulties using the AML Scale, the Classroom Adjustment Rating Scale, and the Caldwell Preschool Inventory. Sixtyfour children were identified on the basis of these instruments as exhibiting some form of school maladaptation. These children were randomly assigned to an experimental condition (N=32)or placebo control (N=32).Individually designed prescriptive techniques were developed for high-risk children in the experimental group and were implemented by college student aides after training by the project staff. A multivariate analysis of variance and follow-up univariate analyses, testing differences between experimental and control groups on the posttests, were performed. The difference between the groups on all three criteria measures was significant and favored the experimental children.
TL;DR: Factor analyses yielded three comparable infant and parent temperament factors: Mood, Energy, and Consistency, which revealed sex differences relative to adjustment, with similarity across all family members significantly related to adjustment for girls and boy-father dissimilarity significant for boys.
Abstract: The central question at issue was the role of both infant and parent temperament in determining child adjustment at age 4. Within the conceptual framework of the New York Longitudinal Study (NYLS), both infant and parent temperament were assessed. Factor analyses yielded three comparable infant and parent temperament factors: Mood, Energy, and Consistency. Correlations with teacher ratings of child adjustment indicated the most significant relationship to be with the infant girls' Mood factor (comparable to the NYLS high-risk “difficult” infant factor). No infant factors were found to relate to boys' adjustment, while maternal Mood was significant across sexes. Indices of the temperamental similarity within families also revealed sex differences relative to adjustment, with similarity across all family members significantly related to adjustment for girls and boy-father dissimilarity significant for boys. Discussion centered around continuity-discontinuity issues relevant to sex differences.
TL;DR: A significant interaction effect indicated that teachers rated the older hyperactive group as more deviant with peers than both their younger hyperactive counterparts and their age-matched controls.
Abstract: Hyperactive and matched control boys at two age levels were compared on teacher ratings of peer interaction and three measures of social perspective-taking. The teachers' ratings of peer interaction discriminated between the hyperactive children and their controls. In addition, a significant interaction effect indicated that teachers rated the older hyperactive group as more deviant with peers than both their younger hyperactive counterparts and their age-matched controls. In a structured laboratory setting, the hyperactive children did not differ from control children on the three measures of social perspective-taking. The perspective-taking measures did, however, show differences across age groups. Implications for treatment are examined.
TL;DR: This study establishes a highly significant relationship between neuroticism and sleep disturbance for adolescent boys and girls, and also demonstrates a similarity of personality dynamics and patterns between adult and adolescent samples of patients with sleep disturbances.
Abstract: To determine whether poor sleepers have a unique personality constellation significantly different from that of good sleepers, a sample of 162 emotionally disturbed adolescent poor sleepers was compared to a sample of 153 emotionally disturbed adolescent good sleepers on standardized personality instruments. Poor sleepers were found to have a high incidence of neurotic psychopathology with personality patterns characterized by depression, fearfulness, inhibition, anxiety, and rumination. In contrast, good sleepers showed quasi healthy and/or characterological patterns. While this study does not resolve cause and effect relationships, it does establish a highly significant relationship between neuroticism and sleep disturbance for adolescent boys and girls, and also demonstrates a similarity of personality dynamics and patterns between adult and adolescent samples of patients with sleep disturbances.
TL;DR: The results imply that positive psychostimulant effects are not attributable to rater sensitization or expectancy, and implications for child psychopharmacology research and differences between clinical and experimental significance are discussed.
Abstract: Hyperactive boys taking psychostimulant medication were studied using a randomized, placebo-controlled, crossover design. Behavior ratings and medication guesstimates were obtained for the boys when they were given methylphenidate (Ritalin) and when they were given a placebo. The ratings showed positive medication-related changes, and the guesses, done by independent judges, were significantly better than chance. The pattern of ratings for double-blind and triple-blind raters was identical. These results imply that positive psychostimulant effects are not attributable to rater sensitization or expectancy. The medication-placebo differences were highly reliable for the group comparisons and were in the predicted direction for 21 of 22 individuals, but the magnitude of the change for many individuals was not dramatic. Implications for child psychopharmacology research and differences between clinical and experimental significance are discussed.
TL;DR: Observational analyses indicated that highly test-anxious children were generally hardworking and inactive and less anxious children reacted to examination expectancy by working harder, eliminating task-irrelevant behaviors, and seeking feedback, supporting a cognitive theory of test anxiety.
Abstract: Children differing in test anxiety level were observed in two art classes, one immediately preceding a classroom examination, the other when no examination was expected. The observational analyses indicated the following: (a) When an examination was expected there were general increases both in children's task orientation and in their concern with other's evaluations, and a decrease in general activity level. It was suggested that future research examine the effects of additional situational variables on children's classroom behaviors, (b) Highly test-anxious children were generally hardworking and inactive. They reacted to examination expectancy with a decrease in task orientation, reduction in communications, and attentional constriction. Less anxious children reacted to examination expectancy by working harder, eliminating task-irrelevant behaviors, and seeking feedback. These results were interpreted as supporting a cognitive theory of test anxiety.
TL;DR: Children with specific reading retardation were matched with controls on the basis of age, sex, intelligence, and (less successfully) parental education and test results suggested that scores on the performance tests could account for about 40% of the variance in reading attainment.
Abstract: Children with specific reading retardation were matched with controls on the basis of age, sex, intelligence, and (less successfully) parental education. All subjects were tested on a variety of automated performance tests including the Matching Familiar Figures (MFF) Task, Auditory-Visual Integration, Short-Term Memory, the Continuous Performance Task (CPT), and Motor Performance. All children were assessed socially using the Conners Teacher Questionnaire, and reading-retarded children were rated on the Behavior Problem Checklist. Finally, all children were screened with the Finger Twitch Test and were assessed for left-right awareness. Statistical analysis suggested that the following performance tests discriminated between the groups in this respective order of importance: MFF (Accuracy), Auditory-Visual Integration, and the CPT. The Short-Term Memory Task, MFF Decision Time, and Motor Performance did not distinguish between the groups. Multiple regression equations suggested that scores on the performance tests could account for about 40% of the variance in reading attainment. Several factors from the rating scales (notably those pertaining to attention and anxiety) and left-right awareness also discriminated between the groups.
TL;DR: The results indicated nonsignificant effects for several specific codes; however, the impulsive children that had received treatment evidenced a significant increase in total on-task verbal behavior at posttreatment.
Abstract: Analyses were conducted to examine further the results of a cognitive-behavioral treatment for impulsivity in emotionally disturbed children (Kendall & Finch, 1978). The verbal behaviors of treated impulsive children, impulsive controls, and reflective children, recorded during MFF performance at pretreatment, posttreatment, and follow-up, were examined. The results indicated nonsignificant effects for several specific codes; however, the impulsive children that had received treatment evidenced a significant increase in total on-task verbal behavior at posttreatment. Discussion includes a consideration of these findings in regard to the efficacy of the cognitive-behavioral treatment and the need for research on the assessment of cognitive variables in children.
TL;DR: The rationale and nature of a program to train nonprofessional child-aides for helping interactions with young acting-out school children are described and implications were considered for optimizing outcomes both in the specific school intervention project in question and in other, broader types of clinical interventions.
Abstract: The rationale and nature of a program to train nonprofessional child-aides for helping interactions with young acting-out school children are described. Pre/post teacher measures of children's problems and competencies, aide measures of problem behavior, and school mental health professionals' change in behavior estimates were used to evaluate the program's effectiveness. Children seen by trained aides showed significantly greater reductions both in acting-out problems and in overall maladjustment than did similar children seen by comparable aides who did not have additional training, or by themselves before training. Implications were considered for optimizing outcomes both in the specific school intervention project in question and in other, broader types of clinical interventions.
TL;DR: It is concluded that although centrally active, caffeine does not show the congruence between behavioral and central effects that other stimulants useful in behavioral management have shown.
Abstract: Seventeen hyperkinetic children who had previously responded to sympathomimetic amines were given three different dosages of caffeine in counterbalanced order (placebo, and low and high doses equivalent to one and three cups of coffee). One hour following ingestions they were tested, double-blind on measures of visual evoked response, alpha time, vigilance, and activity level. There was a significant effect on evoked response. The behavioral measures tended to be affected in a dose-related manner but not to a statistically significant degree. It is concluded that although centrally active, caffeine does not show the congruence between behavioral and central effects that other stimulants useful in behavioral management have shown.
TL;DR: The Behavior Problem Checklist was completed by the teachers of 192 deaf students who attended a special day school for the deaf and four factors that correspond to the dimensions found in earlier research and previously labeled conduct disorder, personality problems, immaturity inadequacy, and socialized delinquency were found.
Abstract: The Behavior Problem Checklist was completed by the teachers of 192 deaf students who attended a special day school for the deaf. Three separate factor analyses were performed. Four factors that correspond to the dimensions found in earlier research and previously labeled conduct disorder, personality problems, immaturity-inadequacy, and socialized delinquency were found. An additional factor labeled passive inferiority was also extracted.
TL;DR: Although the correlations between short form and WISC-R IQs were highly significant, mean differences and a high percentage of IQ classification changes indicated that the short forms were not acceptable Wisc-R substitutes.
Abstract: Two analyses of the WISC-R protocols of 100 children referred for behavioral problems in school were conducted to study (a) the utility of a variety of WISC short forms and (b) the factor structure of the WISC-R. Although the correlations between short form and WISC-R IQs were highly significant, mean differences and a high percentage of IQ classification changes indicated that the short forms were not acceptable WISC-R substitutes. Different factor analyses consistently evidenced two factors, Verbal Comprehension and Perceptual Organization, which corresponded perfectly to the Verbal and Performance sub test dichotomy. Unlike previous factor analyses, behavior-problem children's protocols did not produce a Freedom from Distractibility factor and possible reasons for this are'discussed.
TL;DR: Results provided convincing support for the hypothesis that schizophrenics employ more developmentally immature levels of decentering in their structuring of interpersonal relations and suggest the theoretical utility of viewing interpersonal deficit in schizophrenia from a cognitive-developmental perspective.
Abstract: This study tested the hypothesis that schizophrenics employ more developmentally immature levels of decentering in their structuring of interpersonal relations. A 9-point scale of interpersonal decentering, developed originally by Feffer, was applied to Thematic Appercetion Test stories produced by schizophrenic adolescents and a control group of psychiatrically disturbed patients equivalent in age and intellectual functioning. Results provided convincing support for the hypothesis tested and suggest the theoretical utility of viewing interpersonal deficit in schizophrenia from a cognitive-developmental perspective.
TL;DR: There were significant average weighted correlations between distractibility and both minor physical anomalies and gross motor incordination for boys and neither parental rejection nor parental restrictiveness was related to boys' distractibility.
Abstract: The present research reports correlations between ratings of distractibility and minor physical anomalies and gross motor incoordination. For an original and two replication samples of preschool children, there were significant average weighted correlations between distractibility and both minor physical anomalies and gross motor incordination for boys. Also, the magnitude of the correlation between distractibility and the congenital characteristics was significantly higher for boys. Although neither parental rejection nor parental restrictiveness was related to boys' distractibility, parental rejection was marginally related to girls' distractibility.