Developmental shifts in irritable behaviors from preschool to school age: Longitudinal network analysis of heterotypic and homotypic continuity
Highlighting the central behavioral indicators of irritability and how expressions change over the crucial transition from preschool to early school age can inform pragmatic clinical screening measures to identify children who experience high levels of key irritability behaviors (i.e., severe tantrums or difficulty recovering from anger or tantrums in preschool-age) and novel interventions to target these behaviors and interrupt the clinical cascade toward entrenched psychiatric disorders.
Authors
- Qiongru Yu (ORCID: https://orcid.org/0000-0001-6844-2014)
- Lauren S. Wakschlag (ORCID: https://orcid.org/0000-0001-9511-2299)
- Jillian Lee Wiggins (ORCID: https://orcid.org/0000-0002-4931-6589)
- Margaret J. Briggs‐Gowan (ORCID: https://orcid.org/0000-0002-5826-5998)
- Alyssa J. Parker (ORCID: https://orcid.org/0000-0001-5094-7196)
- E. A. Peterson (ORCID: https://orcid.org/0009-0003-5550-9293)
Institutions
- Northwestern University (US)
- University of Connecticut (US)
- San Diego State University (US)
- University of California San Diego (US)
- University of Maryland, College Park (US)
Publication Details
- Journal
- International Journal of Behavioral Development
- Published
- 2025-05-26
- DOI
- https://doi.org/10.1177/01650254251344595
- Citations
- 1
- Primary Topic
- Child and Adolescent Psychosocial and Emotional Development
- Type
- article
- Field-Weighted Citation Impact
- 2.31
Funders
- National Institute of Mental Health