@article{ref1,
title="Punishment insensitivity in early childhood: a developmental, dimensional approach",
journal="Journal of abnormal child psychology",
year="2014",
author="Nichols, Sara R. and Briggs-Gowan, Margaret J. and Estabrook, Ryne and Burns, James L. and Kestler, Jacqueline and Berman, Grace and Henry, David B. and Wakschlag, Lauren S.",
volume="43",
number="6",
pages="1011-1023",
abstract="Impairment in learning from punishment (&quot;punishment insensitivity&quot;) is an established feature of severe antisocial behavior in adults and youth but it has not been well studied as a developmental phenomenon. In early childhood, differentiating a normal: abnormal spectrum of punishment insensitivity is key for distinguishing normative misbehavior from atypical manifestations. This study employed a novel measure, the Multidimensional Assessment Profile of Disruptive Behavior (MAP-DB), to examine the distribution, dimensionality, and external validity of punishment insensitivity in a large, demographically diverse community sample of preschoolers (3-5 years) recruited from pediatric clinics (N = 1,855). Caregivers completed surveys from which a seven-item Punishment Insensitivity scale was derived. <br><br>FINDINGS indicated that Punishment Insensitivity behaviors are relatively common in young children, with at least 50 % of preschoolers exhibiting them sometimes. Item response theory analyses revealed a Punishment Insensitivity spectrum. Items varied along a severity continuum: most items needed to occur &quot;Often&quot; in order to be severe and behaviors that were qualitatively atypical or intense were more severe. Although there were item-level differences across sociodemographic groups, these were small. Construct, convergent, and divergent validity were demonstrated via association to low concern for others and noncompliance, motivational regulation, and a disruptive family context. Incremental clinical utility was demonstrated in relation to impairment. Early childhood punishment insensitivity varies along a severity continuum and is atypical when it predominates. Implications for understanding the phenomenology of emergent disruptive behavior are discussed.<p /> <p>Language: en</p>",
language="en",
issn="0091-0627",
doi="10.1007/s10802-014-9950-1",
url="http://dx.doi.org/10.1007/s10802-014-9950-1"
}