Spanking Among Children with and without Neurodevelopmental Conditions at Age 6: Evidence from a Longitudinal Child Maltreatment Cohort (Brief Report)

Abstract Spanking is a common but controversial disciplinary practice associated with adverse developmental outcomes in children. Although prior research has examined links between spanking and child behavior, less is known about whether caregivers report using spanking differently among children with neurodevelopmental conditions. This brief report examined whether caregiver-reported spanking frequency differed for children with and without reported neurodevelopmental conditions at age 6. Data were drawn from the Consortium for Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). The sample included 1,065 children assessed at age 6. Caregivers reported whether the child had been diagnosed with attention or hyperactivity problems, learning problems, or intellectual disability. Spanking frequency over the past year was assessed using the Conflict Tactics Scale. Independent samples t-tests compared spanking frequency between children with and without caregiver-reported neurodevelopmental conditions. Children with caregiver-reported attention or hyperactivity problems were spanked more frequently on average (M = 1.99, SD = 1.58) than children without those concerns (M = 1.76, SD = 1.53). This difference reached statistical significance, t(1065) = 1.64, p = .05, but represented a small effect (d = 0.15). Given the marginal statistical significance and small effect size, the practical magnitude of this difference is limited. No significant differences in spanking frequency were observed for children with reported learning problems or intellectual disability. Findings suggest that children with attention and hyperactivity concerns may be modestly more likely to be exposed to corporal punishment; however, the observed differences were small and should be interpreted cautiously. Results are descriptive and non-causal. Identifying groups with differential exposure to spanking may inform prevention and early intervention efforts, particularly for families managing behavioral regulation challenges.