Examining partner and child abuse: are we ready for a more integrated approach to family violence?

Research and treatment for partner abuse and child abuse are relatively distinct enterprises, yet when the theoretical and research literatures related to these two forms of family violence are examined together, the likelihood of meaningful associations is strikingly apparent. Partner abuse and child abuse co-occur more often than one might expect by chance, and in the context of overlapping theories and risk factors, this suggests that a more integrated conceptualization might be fruitful. We summarize and provide a framework for describing the large number of similar predictors of partner and child abuse, identify some potentially interesting dyadic differences, comment on how our research methodologies could address an integrated area of family violence, and suggest some directions for future research and treatment.

A longitudinal study of mothers' overreactive discipline and toddlers' externalizing behavior.

The association between children's externalizing behavior problems and mothers' overreactive discipline was examined in a longitudinally assessed sample of toddlers and their mothers. Path analyses indicated that mothers' overreactive discipline and children's externalizing behaviors were significantly and similarly stable over a 2 1/2-year period. No evidence of a cross-time influence of either variable on the other was observed. Mothers' overreactive discipline at Time 2 had a significant effect on Time 2 externalizing behavior. No significant effects of children's behavior on mothers' discipline were found. Mothers' depressive symptomatology and marital discord predicted initial overreactivity and were related to externalizing problems through their relations to overreactivity. The results support the appropriateness of implementing parenting interventions for externalizing problems before age 2 years.

Treatment of young children's bedtime refusal and nighttime wakings: a comparison of "standard" and graduated ignoring procedures.

Young children with sleep problems received either "standard" or graduated ignoring treatment. Both brief treatments were superior to a wait-list control condition and resulted in comparable improvements in bedtime and nighttime sleep problems. At bedtime, the treatments did not differ with respect to maternal compliance and stress. For nighttime wakings, mothers in the graduated ignoring group reported higher rates of compliance and less treatment-related stress. Maternal characteristics predicted treatment outcome in the standard ignoring condition. Following treatment, only positive side effects were observed. When compared to the wait-list group, mothers in the standard ignoring group reported less verbose discipline and decreased stress in parenting, while mothers in the graduated ignoring group reported improved parent-child relationships. Treatment gains were maintained over a 2-month follow-up period.

Appraisals of child behavior by mothers of problem and nonproblem toddlers.

Mothers of problem and nonproblem toddlers rated videotapes of their own and unfamiliar children's behavior. They classified the behaviors as positive, negative, or neutral, and evaluated the intensity of the positive or negative behaviors. Ratings did not differ by problem status; however, all mothers classified their own children's behavior as less negative than did an independent observer. Mothers also evaluated all children's negative behavior as less aversive than did the observer. Finally, mothers "mistakenly" classified less of their own children's behavior as negative and more as positive when compared to their biases in classifying unfamiliar children's behavior.

Dating aggression among high school students.

Links were examined among physical aggression toward a dating partner, parental aggression, and justification of physical aggression during an argument in a sample of 228 (122 male and 106 female) high school students. Forty-four percent of females and 16% of males reported engaging in at least one physically aggressive behavior toward a dating partner during a disagreement, with the modal form of aggression being push, grab or shove for both males and females. The probability that a male, but not a female, would aggress was significantly predicted by parental aggression and justification of aggression. Among aggressive students, the extent of males' aggression was strongly predicted by their justification of aggression; the extent of females' aggression was not predictable. Implications for prevention and intervention programs are discussed.

Inconsistency of mothers' feedback and toddlers' misbehavior and negative affect.

The general hypothesis that mothers' inconsistent discipline can cause children to misbehave was examined. Mothers, who were otherwise engaged in a telephone conversation, were instructed to respond to toddlers' inappropriate demands for attention with either consistent reprimands or with one of a variety of inconsistent strategies. Reprimanding half of the child's demands and providing positive attention to the rest of the demands resulted in high rates of both demands for mothers' attention and children's negative affect. Reprimanding half the children's demands and ignoring the other demands did not have deleterious effects nor did reprimanding and attending to the same demand half of the time and ignoring the other demands. Thus, clear, positive feedback for inappropriate demands is a type of inconsistent discipline that can cause normal toddlers to become "terrible twos."

When reprimand consistency may and may not matter.

The present study examined the importance of discipline consistency by varying not only the probability of punishment but also the nature of the discipline agent's response to nonpunished transgressions. Eighteen first through third graders attending a remedial summer school were assigned to one of four feedback conditions in a 2 (Low vs. High Reprimand Consistency) x 2 (Ignore vs. Attend) design. An analysis of the simple effects of reprimand consistency indicated that consistency was important only when the teacher's alternative response was attending. Thus the nature of the adult's response to nonpunished transgressions is important for understanding how discipline consistency affects children's behavior. The importance of conceptualizing discipline consistency as a multivariate construct and of understanding the variables and parameters that may interact with the probability of punishment are discussed.

The effect of child negative affect on maternal discipline behavior.

The effect of children's negative affect on maternal discipline behavior was evaluated in a sample of 39 children (19 to 41 months old) and their mothers. Mothers were randomly assigned to view a videotape that contained either a high level of child negative affect (NA) or no negative affect (NNA). After viewing the videotape, mothers were observed interacting with their own children in three tasks designed to elicit child misbehavior. Mothers in the NA condition displayed significantly greater overreactivity to child misbehavior; no significant difference in laxness was observed between the two groups of mothers. Children of mothers in the NA condition tended to display more misbehavior during the last two tasks of the interaction. Maternal negative affect received mixed support as one possible mediator of this effect.

Effects of maternal distraction and reprimands on toddlers' transgressions and negative affect.

Misbehaviors occur at a high rate during the toddler years, and parents use a variety of methods to control these behaviors. The present investigation compared the effectiveness of two commonly used strategies, distraction and reprimands. Twenty mothers and their 17- to 39-month-old children were observed in a laboratory setting in which mothers used either distraction then reprimands or reprimands followed by distraction in response to their children's transgressions. When reprimands were used as the initial strategy, they were significantly more effective than distraction in controlling children's transgressions. Distraction was effective in maintaining low rates of transgression when preceded by a period of reprimands. However, when reprimands were instituted following a period of distraction, children's rates of negative affect increased significantly. Implications for the etiology and management of child behavior problems are discussed.

Effects of maternal discipline and nurturance on toddler's behavior and affect.

Oppositional behavior problems frequently begin in early childhood and remain stable over time. Correlational data point to the importance of parental discipline and nurturance in their development. This study investigated experimentally some of the hypotheses suggested by these correlational data. The effects of immediate, short, firm reprimands and delayed, long, gentle reprimands on transgressions and appropriate play were examined in the context of either high or low nurturant maternal interaction. Forty children (18-31 months) and their mothers participated. Children exposed to reprimands that were immediate, short, and firm transgressed significantly less often and exhibited more negative affect than those exposed to reprimands that were delayed, long, and gentle. The only effect of nurturance was on children's negative affect, with a high level of nurturance increasing negative affect when immediate, short, firm reprimands were delivered. The results indicate that the manner in which reprimands are delivered is critical in influencing children's misbehavior, but the role of nurturance during disciplinary situations is less clear.

Marital conflict, parenting, and toddler conduct problems.

The present research examined relationships involving marital conflict, parenting, and toddler conduct problems. Sixty mother-toddler dyads (30 boys and 30 girls) participated as subjects. Mothers completed measures of general marital satisfaction, overt marital conflict, and toddler conduct problems. Maternal parenting and toddler deviance were assessed during a laboratory observation. Marital conflict was positively correlated with observations of toddler deviance and maternal reports of conduct problems. Marital conflict also correlated positively with the frequency of maternal disapproval statements directed toward sons' misbehaviors and was correlated negatively with the ratio of disapproval statements to daughters' misbehaviors. The present results indicate that marital conflict is associated with toddler conduct problems. The results also suggest the importance of examining parenting practices and child characteristics that may mediate the relationship between marital conflict and child behavior problems.

Effects of reprimands and praise on appropriate behavior in the classroom.

The effects of positive consequences on appropriate behavior at the beginning of a classroom experience were examined during an academic program for students with behavioral and academic difficulties. The results showed that the use of reprimands alone was associated with high levels of on-task behaviors during the initial days of the class. The addition of praise produced no change in the rate of on-task behaviors or the level of academic performance. The withdrawal of all consequences caused significant decreases in on-task behavior and academic productivity. The subsequent use of praise alone led to an initial increase followed by a dramatic decline in on-task performance, resulting in no change in the average rate of on-task behavior relative to the use of no consequences. These results are consistent with previous findings indicating the importance of reprimands for maintaining appropriate classroom behavior. Speculations regarding potential roles of praise are briefly discussed.

The efficacy of all-positive management as a function of the prior use of negative consequences.

Previous work suggests that an all-positive approach to child management can be effective. The present investigation extends these findings by examining the efficacy of an enhanced all-positive management system in the absence of a history of negative consequences. The on-task behavior and academic performance of 8 first- through third-grade children with academic and/or behavioral problems were observed in the classroom. Results indicated that, in the absence of a history of negative consequences, enhanced positive consequences were not sufficient to maintain on-task rates or academic accuracy at acceptable levels. The addition of negative consequences resulted in an immediate increase in on-task behavior and academic accuracy; a primarily positive approach appeared to be successful in maintaining these gains following the gradual (as opposed to abrupt) removal of the negative consequences.

Reducing off-task behavior in the classroom: a comparison of encouragement and reprimands.

Teachers report using both reprimands and encouragement as strategies to reduce off-task behavior in the classroom. Although numerous studies have demonstrated the effectiveness of reprimands, none has examined the efficacy of encouragement. In order to answer this question, two experiments were performed. Subjects were 16 children with academic and/or behavioral problems who were assigned to one of two classes in a remedial summer program. Experiment I employed a reversal design in each class to compare either reprimands or encouragement with No-Feedback conditions. Reprimands proved superior to No Feedback in reducing off-task behavior, but Encouragement did not. In Experiment II Reprimands and Encouragement were directly compared to one another, with each class exposed to both conditions. Reprimands resulted in lower rates of off-task behavior and higher academic productivity than Encouragement.

The efficacy of an all-positive approach to classroom management.

This study addressed the question of whether an all-positive approach to classroom management can be effective. The on-task behavior and academic performance of eight, second- and third-grade children with behavior problems were examined. Results indicated that an all-positive approach that relied primarily on praise was not effective. However, when an individualized reward system was used, the children's rates of on-task behavior were high and stable. Similar effects were observed for academic productivity. Thus, a classroom can be managed using only positive consequences. However, to be successful, such an approach may require a considerable amount of teacher time and effort, particularly potent, varied and individual rewards, and high rates of appropriate behavior previously established using both positive and negative consequences.

The importance of prudent negative consequences for maintaining the appropriate behavior of hyperactive students.

Teachers use both positive and negative consequences to influence classroom behaviors. Four experiments were conducted to examine the differential affects of these two types of consequences on the maintenance of appropriate behaviors of hyperactive children. Results of Experiment 1 showed that the use of both positive and negative consequences (combined) was associated with high levels of on-task behaviors. Withdrawal of negative consequences caused a significant and dramatic decrease in on-task performance. The withdrawal of positive consequences produced no change in the rate of on-task behaviors. In Experiments 2, 3, and 4, the on-task results of Experiment 1 were replicated using a different teacher, different children, a counterbalanced design, longer phases, and different types of negative consequences. The withdrawal of negative consequences led to decreases in productivity in Experiment 2. The results of Experiment 3 also suggested that a prudent (e.g., calm, concrete, and consistent) approach to discipline was more effective than an imprudent (e.g., loud, emotional, and inconsistent) approach. Some level of mild negative consequences for inappropriate behavior is an important ingredient in effective classroom management, and qualitatively different negative consequences may have drastically different effects on the behavior of hyperactive students.

Training parents of hyperactive children in child management: a comparative outcome study.

Parents of 44 hyperactive children were assigned to either a behavior modification group (PAT), a communications group (PET), or a delayed-treatment control group. Parents in the treatment groups participated in 9-week training workshops. Parents and their children were assessed before and after the workshops on measures that included ratings of hyperactivity and severity of problems, a daily checklist of problem occurrence, parental attitudes, and direct observations in a laboratory situation. Both treatment methods were more effective than a no-treatment control condition in reducing hyperactivity ratings, problem severity ratings, and daily problem occurrence. Additionally, parents receiving behavior modification training rated their children as more improved than did PET parents, were more willing to recommend the program to a friend, felt the program was more applicable to them, and were less likely to drop out of the program. Nine-month follow-up assessments indicated that treatment parents continued to view their children's behavior more positively than did control group parents. Results are discussed with respect to the implications that an educational approach to teaching child management can be an effective means of reducing behavioral problems in children, that methods differing in theoretical background and actual skills taught may result in similar outcomes, and that a "psychological," as opposed to a medical, approach to the treatment of hyperactive children can have considerable merit.

Effects of self-instructional training on second- and third-grade hyperactive children: a failure to replicate.

Bornstein and Quevillon (1976) demonstrated generalization from a 2-hour self-instructional training session to on-task behavior in the classroom with 4-year-old overactive children. In an attempt to replicate this work with older children, eight 7- and 8-year-old hyperactive children were assigned to either a self-instructional training group or an attention-practice control group. On-task behavior in the classroom and performance measures in reading and arithmetic were assessed. The level of difficulty of these tasks was varied. The results of Bornstein and Quevillon's (1976) study were not replicated, although the subsequent introduction of a token program significantly increased on-task behavior.