23rd Occasional Temperament Virtual Conference Program November 1st – 2nd Hosted by Virginia Tech

Sunday, November 1st

Opening and Welcome: Dr. Cindy Smith 1:00-1:15P.M. Professor of Human Development and Family Science Virginia Tech

Symposium: Honoring the Contributions of Dr. William Carey 1:15-2:45P.M. Chair: Dr. Sean McDevitt Adminstrator Behavioral-Developmental Initiatives

• Robert J. Hudson, Tulsa School of Community Medicine – Five Decades of Temperament Traits: So… Now What? • Sara Harkness and Charles M. Super, University of Connecticut – The Internationalization of Temperament Research: A Tribute to Bill Carey • Mary Sheedy Kurcinka, ParentChildhelp.com and Janet Crow, University of California – San Diego – Discovering Infant Temperament Types while Measuring Level of Infant Caregiver Stress • Cindy Ratekin, California State University – Temperament in the Schools: The Legacy and Impact of Barbara Keogh • Patricia McGuire, allchildrenarespecial.com – In Developmental Behavioral Pediatrics, How Do Temperament and ADHD Overlap? • Sean McDevitt, Behavioral-Developmental Initiatives – Comprehensive Child Behavioral Assessment & Management: A Goal for Primary Care Professionals

Presentation of the Jan Kristal Award 2:45-3:00P.M. Dr. Sean McDevitt

Virtual Poster Sessions 3:00-5:00P.M.

Session 1: Temperament in Infancy 3:00-3:20P.M.

• Mairin Augustine - Infant Temperamental Distress, Maternal Attributions, and Observed Maternal Sensitivity Predict Child Behavior Problems • Angela Bernardo - The Relationship Between Temperament and Jealousy in Infants • Jennifer R Bertollo - Infant Negative Emotion Reactivity and Childhood Adaptive Socialization Skills • Macall Gordon - The Effect of Difficult Temperament on Experiences with Infant Sleep and Sleep Training: A Survey of Parents • Allison D. Hepworth - Supporting Infant Emotion Regulation through Attachment- Based Intervention: A Randomized Controlled Trial • Kelly Lavin - A Closer Look at the Measurement and Stability of Temperament Across Infancy • Diane M. Lickenbrock - Differential Predictors of Infant Physiological Regulation with Mothers and Fathers: The Roles of Parenting and Infant Temperament • Jennifer Mattera - Prenatal Exposure and Infant Temperament: Predicting Regulation and Positive Affectivity/Surgency • Alyssa A. Neumann - Baby Preparation and Worry Scale (Baby-PAWS): Instrument Development and Psychometric Evaluation • Sarah Mae Sanborn - Impacts of Infant Temperament on the Developing Parent- Child Bond During the First Year of Infancy

Session 2: Temperament in Applied and Contextual Settings 3:20-3:40P.M.

• Ibrahim H. Acar - Children’s Temperament and Learning Behaviors: The Moderating Roles of Parent-Child and Teacher-Child Relationships • Jungwon Eum - Temperament and Regulation: Preliminary Results from a Replication Study • Nancy Garon - A Person-Centered Approach to Temperament in ASD • Jasmine Gobeil-Bourdeau - Preschool Temperament and Its Relation to School Readiness Profiles in At-Risk Kindergartners • Elizabeth Harvey - Teacher-Child Relationships Moderate the Effects of Child Temperament on Self-Perceptions of Externalizing and Internalizing Behavior Problems • Meredith Karam - Teacher-Child Interactions, Behavioral Inhibition & Social Competence Development in Early Childhood • Martinique Sealy - Using Critical Race Theory to Understand Rural, Kindergarten Teacher Perceptions of Non-White and White Student Temperament in the INSIGHTS Intervention • Sooyeon Sung - Examining the Factor Structure and Predictive Utility of the IBQ-R in Infants at High Risk for Developing Autism • Jodi Swanson - Teachers’ Effortful Control and Second-Graders’ School Engagement: The Mediating Roles of Teachers’ Emotion-Related Socialization and Students’ Effortful Control • Hedwig Teglasi - Adapting to Routine and Novel Contexts: Reactive and Regulatory Processes

Session 3: Temperament and Parenting 3:40-4:00P.M.

• Meredith G. Atanasio - Child Soothability as a Mediator between Child Emotional Reactivity and Parental Stress • Candy L. Beers - A Smile Can Go a Long Way: How Children’s Temperamental Positivity Relates to Parental Intrusiveness • Angela Bernardo - Parental Socialization and Temperament Influences Empathy Development in Preschoolers • Mamatha Chary - The Moderating Role of Household Chaos on Child Surgency and Harsh Fathering • Kimberly L. Day - Associations between Positive Parenting Behaviors and Children’s Effortful Control • Tatiana Garcia Meza - Predicting Toddler Noncompliance: The Role of Infant Reactivity, Toddler Effortful Control, and Maternal Attention • Lauren Brett Jones - Relations Between Child Fearful Temperament, Maternal Characteristics, and Protective Parenting • Kameron J. Moding - Temperamental Surgency, Permissive Feeding Practices, and Young Children’s Eating Self-Regulation • Jennifer Phillips - Links between Maternal Self-Ratings of Temperament and Maternal Ratings of Child Temperament • Samuel P. Putnam - Temperament and Parental Reactions Interact to Predict Behavior Problems • Sydney M. Risley - Child Fearful Temperament and Later Negative Emotional Outcomes: The Role of Paternal Parenting Behavior and Characteristics

Session 4: Temperament and Neurobehavior and Physiology 4:00-4:20P.M.

• Nina Andre - Preschool Temperament Associated with Task Related Changes in EEG • Maria A. Gartstein - Frontal EEG Asymmetry in the Context of the Still Face Procedure: Contributions of Parent-Child Interactions and Temperament • Jennifer Kling - Validation of a Laboratory Measure of Infant Emotional Reactivity at the Neural Level • Ran Liu - Infant Negative Affectivity, Frontal EEG Asymmetry, and Maternal Intrusiveness Predict Externalizing Problems in Toddlerhood • Emma Margolis - Maternal Anxiety, Temperament and Brain Morphometry in Infancy • Sarah Anne McCormick - Links between Father-Child EEG Asymmetry, Temperament, and Behavior • Sejal Mistry-Patel - Isolated Measures of Emotion State Predict Aggression and Prosociality: Moderation by N2 • Elizabeth Planalp - The Neurobehavioral Structure of Fear, Sadness, and Anger in Infancy • Lisa Shimomaeda - Test of Effortful Control as a Moderator of the Relation between RSA & Negative Affect • Margaret Whedon - Mu Suppression during Task Instructions Mediates the Relation between Anger Reactivity and Inhibitory Control in Preschoolers • Christy Wolfe - RSA Change Across Time and Task for Preschool Children is Related to Shyness

Session 5: Temperament in Toddlerhood and Early Childhood 4:20-4:40P.M.

• Rebecca H. Berger - Assessing a Culturally Informed Transactional Model of Latino Children’s Temperament • Allegra X. Campagna - Infant, Toddler, and Parent Temperament as Predictors of Callous and Unemotional Traits • Jessica S. Caporaso - Does Temperament Moderate the Relation between Inhibition and Aggression in Preschool Children? • Luciana Cosentino-Rocha - Temperament and Behavior in Children Born Preterm in Comparison to Full-Term Counterparts • Georgiana Erdogan - The Relation between Temperament and Heterogeneity in the Experience and Expression of Shyness • Ogechi Katherina Nwadinobi - The Influence of Multimethod Child Inhibitory Control on Working Memory and Vocabulary: A Structural Equation Model • Samuel P. Putnam - Is Mode of Birth Associated with Child Behavior and Development? • Lin Tan - Relations of Child Inhibitory Control to Withdrawal in High and Low Risk Situations • Margaret Whedon - Private Speech and the Development of Emotion Regulation in Early Childhood

Session 6: Temperament in Middle Childhood through Adolescence 4:40-5:00P.M.

• Elli Cole - The Role of Extraversion and Effortful Control in Predicting Psychological Capital • Emma S. Green - The Dyadic Role of Friendship Quality and Temperament in Close Friends’ Perceived Social Self-Efficacy • Emma S. Green - The Role of Shyness and Social Anxiety in Childhood Emotion Identification and Reasoning • Yelim Hong - Differential Harsh Parenting and Sibling Differences in Conduct Problems: The Role of Child Temperament • Sarah Kravitz - Differential Effects of Temperamental Exuberance And Social Behavior On Attention And Externalizing Problems Across Childhood • Jean-Pascal Lemelin - Maltreatment, Temperament and Behavior Problems in Early Adolescence • Martine Poirier - Associations between Conduct Problems and Depressive Symptoms Comorbidity and Temperament Among School-Age Boys and Girls • Sarah Radtke - Adolescent Effortful Control and Internalizing Problems: The Moderating Role of Parental Emotion Regulation • McLennon Wilson - Mind Wandering and Executive Dysfunction Predict Children’s Performance in the Metronome Response Task • Mohamed Zerrouk - Sadness is also a Predictor for an Attentional Bias of Threat in Non-Clinical Populations in Children • Danhua Zhu and Jenna Terry - Child Negative Affectivity, Maternal Emotion Dismissing, and Child Behavior Problems in Early Childhood

Monday, November 2nd

Symposium: Temperament in the Context of Developmental Disabilities 9:00-9:45A.M. Chair: Dr. Laudan Jahromi Professor of Psychology and Education Columbia University Teachers College

• Deanna Swain, Weill Cornell Medicine – Exploring Differences, Change, and the Predictive Role in Emotion Regulation in ASD and TD at Kindergarten Entry and Exit • Heather Henderson, University of Waterloo – Temperament and Observed Social Engagement Among Unfamiliar Peers with and without Autism Spectrum Disorder • Angela Scarpa, Virginia Tech – Heart Rate Arousal and Regulation in Autism Spectrum Disorder • Rosanna Breaux, Virginia Tech – The Relation Between Parental Emotion Socialization Behaviors and Adolescent Temperament During a Conflict Discussion

Opening Keynote: Cynthia Stifter 10:00-11:30A.M. Professor of Human Development and Psychology Penn State

Symposium: Temperament and Culture 11:45A.M.-12:30P.M. Chairs: Carlos Valiente Sara Harkness Professor of Family Studies Professor of Human Development and Family Science Arizona State University University of Connecticut

• Charles M. Super, University of Connecticut – Culture, Temperament, and Personality • Carlos Valiente, Arizona State University – Studying Temperament in Low-Income Countries: Challenges and Opportunities • Jentry S. Barrett, University of Nebraska Lincoln – INSIGHTS into Children’s Temperament in Rural Nebraska • Qing Zhou, University of California Berkley – Dynamic Associations between Emotion Expression and Regulatory Behaviors among Preschoolers in Low-Income Chinese American and Mexican American Families

Symposium: Temperament and Technology 12:30-1:15P.M. Chair: Koeun Choi Assistant Professor of Human Development and Family Science Virginia Tech

• Daniel Ewon Choe, University of California Davis – Parent Screen Media Use, Child Mobile Screen Media Use, and Child Self-Regulation • Abigail F. Helm, University of Massachusetts Amherst – Temperament and the Short-Term Effects of Tablet Use in Young Children • Mengguo Jing, University of Madison Wisconsin – Does Temperament Moderate the Impact of Background TV on Toddlers' Attention During Free Play? • Eunkyung Shin, Virginia Tech – Why Parents Use Screen Media with Their Young Children? The Role of Child Temperament and Parenting Stress in Early Screen Time

Symposium: Temperament and Neuroscience 1:15-2:00P.M. Chair: Rebecca Brooker Associate Professor of Psychology Texas A&M University

• Rebecca Brooker, Texas A&M University – I Know You Are But What Am I? Using Neuroscience to Understand Maternal Contributions to Childhood Temperament • Courtney Filippi, University of Maryland – Associations between Amygdala Connectivity and Negative Reactive Temperament • Maria A Gartstein, Washington State University – Electrophysiology of Approach/Avoidance: Development of Frontal EEG Asymmetry • Caroline Kelsey, University of Virginia – Resting-State Functional Brain Connectivity is Associated with Differences in Newborn Temperament

Symposium: Temperament and Regulation 2:00-2:45P.M Chair: Diane Lickenbrock Associate Professor of Psychological Sciences Western Kentucky University

• David J. Bridgett, Northern Illinois University – Negative Maternal Caregiving as a Mechanism in the Intergenerational Transmission of Self-Regulation • Anjolii Diaz, Ball State University – Development of Effortful Control during Childhood: Interactive Prediction by Respiratory Sinus Arrhythmia and Maternal Interaction Quality • Laura Di Giunta, Sapienza University of Rome – The Relationship Between Executive Functions, Anger Regulation, and Aggressive Behaviors in Adolescence • Jeffrey R. Gagne, Texas A&M University – Temperament and Executive Functioning Approaches in Self-Regulation in Preschool: Behavioral and Academic Outcomes across the Elementary School Transition • Tracy L. Spinrad, Arizona State University – The Role of Children’s Self-Regulation in the Relations of Family-Level Characteristics to Young Children’s Language Skills

Symposium: Temperament and Cognition 2:45-3:30P.M. Chair: Wallace Dixon Professor of Psychology East Tennessee State University

• Chelsea Robertson, East Tennessee State University – Household CHAOS and Infant Temperament • Sandee McClowry, INSIGHTS Intervention, LLC – The Long-Term Efficacy of INSIGHTS into Children's Temperament • Sarah Anne McCormick, University of Massachusetts Amherst – Moderating Role of Shy Temperament on Links between Parent Behavior tnd Theory of Mind • Esther E. Reynolds, University of Tennessee – Looking Patterns Differ as a Function of Temperament • Lauren Driggers, East Tennessee State University – Effects of Infant Temperament on Experimenter Fidelity

Symposium: Temperament and Socialization 3:30-4:15P.M. Chairs: Esther Leerkes Associate Dean for Research, School of Health and Human Sciences University of North Carolina Greensboro

Lauren Bailes Doctoral Student in Human Development and Family Studies University of North Carolina Greensboro

• Lauren G. Bailes, University of North Carolina Greensboro – Differentiating Between Infant- and Mother-Driven Effects Over Time • Yelim Hong, University of Massachusetts Amherst – Similarity of Parent-Child Temperament: Links with Parenting and Child Behavior Problems • Leigha A. MacNeill, University of North Carolina Chapel Hill – Do You See What I Mean?: Exploring Parent-Child Dynamics in the Context of Behavioral Inhibition with Mobile Eye-Tracking • Elizabeth Planalp, University of Wisconsin Madison – Parental Socialization of Child Inhibitory Control: A Twin Model • Natalee Price, Miami University of Ohio – Toddler Inhibited Temperament and Maternal Worry Socialization: Transactional Associations and Stability Across Time

We would like to thank the Sponsors for the 23rd Occasional Temperament Conference

Department of Human Development and Family Science Department of Psychology College of Liberal Arts and Human Sciences College of Science Institute for Society, Culture, and Environment

Conference Abstracts

Children’s Temperament and Learning Behaviors: The Moderating Roles of Parent-Child and Teacher-Child Relationships Ibrahim H. Acar*, Mefharet Veziroglu-Celik The purpose of the current study was to investigate Turkish children’s temperament (reactive and persistence) as a predictor of their learning behaviors, with a particular focus on teacher-child and parent- child relationships (closeness and conflict) as moderators of associations between child temperament and learning behaviors. Participants were 140 preschool children (59 girls) and, their parents and teachers from Istanbul, Turkey. Children’s age ranged from 39 to 77 months (M= 62.56, SD= 8.52). Parents reported on relationships with their children using Child-Parent Relationship Scale (Pianta, 1992) and child temperament via Short Child Temperament Questionnaire (Prior, Sanson & Oberklaid, 1989). Teacher reported on their relationships with children via Student-Teacher Relationship Scale (Pianta, 2001) and children’s learning behaviors via the Preschool Learning Behaviors Scale (McDermott et al., 2002). Results from regression analyses showed that there was a moderating effect of parent-child conflict on the association between reactive temperament and learning behaviors (β = -4.01, t= -2.57, p = .01), such that children with high reactivity showed lower levels of learning behaviors in the context of high parent-child conflict. There was no any other moderating effects of parent-child and teacher-child relationships on the associations between children's temperament and learning behaviors. Across regression models, it appeared that reactive temperament was negatively associated with children’s learning behaviors. Teacher-child conflict was also found to be negatively related to children’s learning behaviors. These results suggest that interaction with children depending on their temperament may be helpful for their learning behaviors during early childhood.

Preschool Temperament Associated with Task Related Changes in EEG Nina Andre*, Alleyne Bromell Neurological and behavioral differences based on temperament, specifically shyness, have been supported throughout literature. Surgency is a temperamental trait that has high loadings of impulsivity, high intensity pleasure, activity level, and negative loadings of shyness. Previous studies using EEG have established differences in activation during executive function tasks in shy compared to not shy children (Wolfe & Bell, 2014) and the validity of task related changes in EEG as a predictor of cognitive ability (e.g., Bell & Cuevas, 2012). Forty four-year-old children took part in the current study. Baseline EEG was recorded while the children played the “still as a statue” game and task EEG was recorded while the children completed the Stroop condition of the Day/Night task. Parents completed the Children’s Behavior Questionnaire as measure of temperament. A correlation table indicated that changes in EEG power in the left and right medial parietal and medial frontal regions from baseline-to-task were correlated with Surgency, but not Negative Affectivity or Effortful Control. Neither Surgency nor the EEG variables were associated with sex or verbal IQ. Furthermore, a regression analysis showed that EEG power predicted Surgency, with greater change in EEG power from baseline to task predicting higher levels of Surgency (R squared = .22, F = 5.29**). This study extends prior research concerning EEG and temperament in young children and supports the hypothesis that stronger cognitive skills are associated with temperamental differences in children. The findings may also lead to further work in determining how temperament may interact with cognitive function in preschoolers.

Child Soothability as a Mediator between Child Emotional Reactivity and Parental Stress Meredith G. Atanasio*, Diana Devine, Cynthia L. Smith Parent mental health is an important facet of studying child temperament because high levels of maternal stress, particularly stress related to parenting, have implications for healthy parent-child relationships and overall child development (Deater-Deckard, 2004). The present study examines relations between child temperament and parental stress because having a child with a more challenging temperament may be associated with more parenting stress. We expected that the association of child reactivity to parenting stress would be mediated by child soothability. Mothers (n=140) of 30-36 month-old children completed the Parental Stress Index, Child Behavior Checklist, and Early Child Behavior Questionnaire. The mediation model, conducted using PROCESS, predicting total parental stress from child emotional reactivity mediated by child soothabilty was significant, F(4,131)=5.73, p<.01. Greater child reactivity was negatively associated with child soothability, B=-.23, p=.01, which was negatively associated with parent total stress, B=-2.26, p<.05. Our findings support a partial mediation model because child emotion reactivity was significantly related to total parents stress in the mediation model. These findings suggest * indicates presenting author that child soothability can be a protective factor for parenting stress even with children who are highly emotionally reactive. These results have important implications for examining the reciprocal nature of child temperament and parent mental health and supports the need for future research on the implications of this reciprocity for child development and parent mental health.

Infant Temperamental Distress, Maternal Attributions, and Observed Maternal Sensitivity Predict Child Behavior Problems Mairin Augustine*, Esther M. Leerkes Maternal sensitivity to infant distress has meaningful implications for children’s emotional development and risk for behavior problems (Leerkes, Blankson, & O’Brien, 2012). Drawing from Ainsworth’s writings on sensitivity, Leerkes, Gedaly, and Su (2016) suggested that parenting cognitions (e.g., negative or minimizing attributions about infant distress) may reflect non-behavioral indicators of maternal sensitivity. Alternatively, cognitions may moderate behaviorally-observed sensitivity effects (Leerkes et al., 2016). Infant temperament may also moderate these associations, such that infants who experience greater distress may reap greater benefits from all indicators of sensitivity, or greater difficulties in light of lower sensitivity. Accordingly, the present study examined interactive contributions of infant temperamental distress, maternal observed sensitivity, and maternal negative/minimizing attributions to children’s emerging behavior problems. Mothers and their 1-year-old infants (N = 208) participated in two temperamental distress tasks, yielding observed measures of infant distress and maternal sensitivity; afterward, mothers reported negative/minimizing attributions about infant crying during the tasks. Mothers reported on toddler behavior problems one year later. Results indicated that observed maternal sensitivity was uniquely associated with fewer behavior problems (B = -.61, p = .03), whereas negative/minimizing attributions related to more behavior problems only in infants who displayed greater distress (high distress B = 5.75, p < .01; low distress B = -1.21, p = .51). Alternative post-hoc analyses indicated that this latter pattern was not explained by differences in mothers’ observed sensitivity. These findings indicate that, independent of observed maternal sensitivity, infant temperament may interact with non- behavioral indicators of sensitivity to predict early behavior problems.

Differentiating Between Infant- and Mother-Driven Effects Over Time Lauren G. Bailes*, Esther M. Leerkes A good deal of evidence demonstrates associations between infant temperament and parenting over time (Putnam, Sanson, & Rothbart, 2002), but relatively few longitudinal studies shed light on the direction of these effects or the extent to which they vary as a function of other risk factors. We examined maternal sensitivity and infant negative reactivity over time to determine if child- or mother-driven effects varied as a function of mother’s difficulties regulating their own emotions. When infants (N = 248) were 6-months, 1- year, and 2-years old, mothers reported on their infant’s temperament (IBQ-R; Putnam, Helbig, Gartstein, Rothbart, & Leerkes, 2014) and their own difficulty with emotion regulation (DERS; Gratz & Roemer, 2004), and maternal sensitivity was rated. A cross-lagged model was tested in which infant negative reactivity at each time point was specified to predict subsequent maternal sensitivity and vice-versa. Maternal race and SES were covariates. Results indicated cross-lagged effects from 6-month negative reactivity to 1-year sensitivity (b=-.31, p<.01) and then from 1-year sensitivity to 2-year negative reactivity (b=-.14, p<.01). The indirect effect was significant (b=.04, p<.05, 99% CI [.003, .096]), suggesting a transactional effect by which reactive infants elicited less sensitive parenting which in turn led to greater infant negative reactivity. There was also a significant interaction such that negative reactivity at 1-year was only associated with lower sensitivity at 2-years among mothers with high emotion regulation difficulties (b=-.492, p<.01). The results support the presence of both infant and mother effects and suggest infant effects vary based upon maternal risk.

INSIGHTS into Children’s Temperament in Rural Nebraska Jentry S. Barrett*, Angela Hinrichs, Trisha L. Vickrey, Gwen Nugent, Kathleen Moritz Rudasill One-fifth of students in the United States are located in rural areas (NCES, 2016) and children living in rural areas are more likely to have behavioral problems compared to peers in urban areas (Lenardson, 2010). In Nebraska, over one-half of public schools are considered rural (Showalter, 2017). Rural communities are less adequately prepared to deal with the mental health needs of their citizens, and children living in rural areas are more likely to have mental health and behavioral problems than their peers in urban areas (Lenardson et al., 2010; Sheridan et al., 2014). Research on educational interventions designed to address such mental health and behavioral needs are rare in rural settings because of challenges such as distance, isolation and cost. Here, we describe how we are adapting an educational intervention targeting behavior, INSIGHTS into Children’s Temperament (INSIGHTS), to fit

* indicates presenting author the unique needs of rural Nebraskan schools. INSIGHTS is a 10-week social-emotional learning program that takes into account differences in temperament and has been shown to improve children’s behavior, attention and academic skills (Cappella et al., 2015). INSIGHTS was originally implemented in New York City (NYC) schools and is targeted to teachers in K and G1 classrooms, their students and parents. In this presentation, we describe some of the challenges, unique to a rural setting, that we have overcome during parent and teacher training as well as data collection, and discuss key demographic characteristics of our sample that are likely to influence the potential outcomes of the program.

A Smile Can Go a Long Way: How Children’s Temperamental Positivity Relates to Parental Intrusiveness Candy L. Beers*, Eunkyung Shin, Cynthia L. Smith, Kimberly L. Day, Amy Neal. Julie C. Dunsmore Intrusive parenting has been found to have lasting effects on children’s externalizing behaviors and is related to children’s negative temperament (Yan, Ansari, & Wang, 2019). However, consideration of how children’s positive temperament relates to parental intrusiveness is lacking. Drawing from the broaden and build model (Fredrickson, 1998) where positive emotions are proposed to enhance personal resources, we hypothesized that parental intrusiveness would be negatively associated with children’s temperamental positivity and positively associated with children’s temperamental negativity. Children’s positivity may play a role in parents’ ability to broaden and build their parenting practices, offering alternative choices to intrusive behavior. Parents and their children (n=156, 77 girls, M age=4.33 years, SD=.77), participated in this study. Parental intrusiveness was observed during a task where parents were asked to talk with their children about emotions, including instances where parents were scored for intrusive behaviors (playing with their child’s hair, physically moving their child). Child temperament was reported by parents on the Child Behavior Questionnaire (Rothbart, Ahadi, Hershey, & Fisher, 2001). Approachability/positive anticipation and smiling/laughter were associated with less intrusive parenting whereas fear, discomfort, and frustration were not significantly associated with intrusive parenting. Our results support the broaden and build model, indicating that children’s temperamental positivity may elicit less intrusiveness from parents, enhancing interpersonal resources. Our measure of intrusiveness included nonverbal interactions between parents and children, allowing for a comprehensive picture of parent behaviors when discussing emotions with children.

Assessing a Culturally Informed Transactional Model of Latino Children’s Temperament Rebecca H. Berger*, Natalie Wilkins, Tracy L. Spinrad, Kimberly Updegraff, Keith Crnic The goal of this study is to contribute to the understanding of Mexican-American three- to five-year-old children’s negative emotionality (NE) development by examining whether Mexican-American adolescent mothers’ parenting transacts with their three- to five-year-old children’s NE and by exploring whether mothers’ familism acts as a protective factor. We hypothesized that mothers’ harshness would transact with NE over time. We further hypothesized that mothers’ familism values would (a) negatively predict mothers’ harshness, and (b) act as a buffer between high NE and high harshness. These hypotheses were tested within a sample of Mexican-American adolescent mother-child dyads (N = 204) and assessed longitudinally when children were 36, 48, and 60 months. Mothers were predominantly first generation (i.e., mothers’ parents were born in Mexico; 67%) and spoke English (65%). When children were 36 months, average family income (i.e., wages, public assistance, food stamps) was $24,715 (SD = $19,545) and mothers had started community college (13%) or completed high school/GED (30%), 11th grade (19%), 10th grade (8%), or less than 9th grade (14%). In this sample, transactions between harshness and NE were not found, but a bidirectional association between NE and harshness was found. Familism marginally negatively predicted harshness. Familism moderated the relation between NE and harshness such that there was only a negative relation between NE and harshness when familism was high. The results of this study are discussed with respect to (a) current methodological limitations in the field, such as the need to test or develop parent-report measures of Mexican-American children’s temperament and value-driven socialization goals, (b) future avenues for research, such as person-centered studies of clusters of mothers’ values and how those relate to clusters of parenting behaviors, and (c) implications for interventions addressing parenting behavior of adolescent mothers.

Parental Socialization and Temperament Influences Empathy Development in Preschoolers Angela Bernardo*, Nancy Aaron Jones Empathy is thought to develop in a family environment that satisfies the child’s own emotional needs, encourages the expression of a range of emotions, and allows the child to interact and observe others who encourage emotional sensitivity (Zhou et al., 2002). The current study seeks to examine parent-child interaction, the role of temperament (Spinrad & Gal, 2018), and family expressive behaviors on the

* indicates presenting author development of empathy and emotional regulation in preschoolers. Parent-rated temperament and behavioral data was obtained from 65 (36 males) preschoolers (M age = 4.16 years, SD= 0.60). Stories designed to elicit happy and sad emotions were read by mothers and were followed by a discussion. Second-by-second child responses were coded, including affect, emotional understanding and hypothesis testing. A series of repeated measures MANOVAs were conducted to examine the effect of emotion (happy vs. sad) and condition (story vs. discussion) on children’s displays of empathy. Analysis revealed an interactive effect of emotion and condition, F(2,60)=4.23 to 7.54, ps<0.05, with preschoolers displaying the most empathetic behavior during the happy story and the least during the sad story and discussion. Correlational analyses were conducted to examine the relationship between parent-rated temperament and child’s display of empathy, with a positive relationship between empathy during the sad story and the emotionality composite of the CCTI, r=0.30, p<0.05. The results will be further discussed in the realm of temperament theories and how children’s temperament may contribute to parental emotional socialization practices and beliefs.

The Relationship Between Temperament and Jealousy in Infants Angela Bernardo*, Nancy Aaron Jones, Krystal D. Mize, Melannie Platt, Hannah Thompson Infants demonstrate an innate desire to form social bonds, including showing jealous responses to the presence of a rival who threatens the exclusivity of the infant’s bond to their mother (Hart & Legerstee, 2011). Jealous responses have been linked with negative emotions, individual variation in temperament, and approach–oriented brain activity (Mize & Jones, 2012). Our goal here was to examine these factors further. Second-by-second behavioral and physiological (EEG power and asymmetry) data were collected from 94 (male= 41) infants during the first year of life (M=11.14; SD=2.29) during a paradigm (Hart et al., 1998) where mothers ignored their infants and attended to a social object (a lifelike baby-doll) compared to a non-social object. Mothers also rated infants on temperament scales (IBQ-R). Paired samples t-tests revealed that: proportions of mother-directed gaze, proximity, touch and overall approach were significantly higher in the social object versus non-social condition, ts=2.78 to 6.08, ps <.01. Correlations were conducted to evaluate which behaviors typical of jealous reactions were related to temperament. During the social object condition, analyses revealed that distress to limitations was positively related to the mother-directed gaze, touch, and left frontal EEG asymmetry, rs=0.25 to 0.49, respectively, ps< .04. Distress to limitations subscale plays a key role in the jealousy paradigm as infants are prevented access to maternal attention (emotional separation). Thus, the evidence here supports that infants have a physiological and temperamental desire to regain the loss of an attachment figure’s preferential attention to a social competitor.

Infant Negative Emotion Reactivity and Childhood Adaptive Socialization Skills Jennifer R Bertollo*, Angela Scarpa, Martha Ann Bell Infant temperament, including emotion reactivity, is an important predictor of a number of later childhood outcomes, including behavior, emotion, and conduct. However, little is known about the relationship between infant emotion reactivity and adaptive social skills in childhood. The current study assessed a non-clinical sample (n=130, 53% male) longitudinally at 10 and 48 months. Infant emotion reactivity at 10 months was measured as negative affect during a period of having their arms restrained, a highly frustrating condition. Results demonstrate that 10-month negative emotion reactivity while restrained predicted significant variance in 48-month adaptive socialization skills per the Vineland Adaptive Behavior Scales (VABS; Rsqr=.081, p<.001), such that higher negative reactivity predicted better later adaptive skills. In terms of specific subscales of socialization, 10-month negative reactivity during arm restraint accounted for significant variance in VABS play and leisure (Rsqr=.102, p<.001), coping skills (Rsqr=.047, p=.007), and interpersonal relationships (Rsqr=.041, p=.011) at 48 months. Importantly, a similar relationship with adaptive socialization skills did not emerge for negative reactivity during a less frustrating task of having a toy pulled away from them. These differential results suggest that the adaptive nature of infant negative emotion reactivity may be context dependent, such that it is an appropriate and adaptive response for infants to demonstrate high negative reactivity only in highly frustrating circumstances, as a means of expressing their needs and emotions to a parent or caregiver. Future research should assess whether supporting early emotion expression and/or regulation might have subsequent effects on later adaptive socialization skill development.

The Relation Between Parental Emotion Socialization Behaviors and Adolescent Temperament During a Conflict Discussion Rosanna Breaux*, Courtney Swanson

* indicates presenting author Theory and research suggest that parent emotion socialization behaviors (how parents model, discuss, and react to emotions) play a critical role in adolescent’s social-emotional well-being, including their temperament. The present study sought to examine the relation between parental emotion socialization behaviors and adolescent temperament during a conflict discussion, using a multi-method assessment of temperament and socialization. Participants included 18 adolescents (Mage=13.5, SD=1.6; 70% male) and their primary caregiver (14 mothers, 3 fathers, 1 grandmother). Adolescents were a clinical sample with a range of disorders associated with difficulties in emotion reactivity/regulation (100% ADHD, 67% anxiety, 50% ODD, 44% depression, 28% ASD). Multiple regression analyses examining the association between parent emotion socialization and adolescent temperament were conducted, controlling for adolescent sex and mental health diagnoses. Standardized coefficients can be interpreted such that .1=weak, .3=moderate, and .5=strong associations. Results indicated that parental use of observed supportive emotion socialization behaviors (emotion-focused, problem-focused, facilitative engagement) were associated with decreases in parasympathetic nervous system activity (RSA withdrawal, which supports effective emotion regulation; β=.427) and decreased self-reported negative affect (β=-.639). Observed non-supportive behaviors (minimization, magnifying, autonomy-inhibiting) were associated with a blunted RSA withdrawal (which is a maladaptive response to threatening or negative situations; β=- .673) and increased observed negative affect (β=.482). Adolescent-reported perceptions of parents listening to them during the conflict discussion was associated with RSA withdrawal (β=.396) and decreased self-reported negative affect (β=-.507). These results and their clinical implications for fostering more adaptive emotional reactions and temperament in adolescents will be discussed.

Negative Maternal Caregiving as a Mechanism in the Intergenerational Transmission of Self- Regulation David J. Bridgett* Adequate self-regulation (SR) is associated with better health and well-being across the life span. As such, it is important to understand factors that contribute to the transmission of SR across generations. In the current study, it was anticipated that maternal SR, measured as of executive functioning, would be related to maternal negative caregiving behavior (e.g., displays of negative affect, intrusiveness, insensitivity). Furthermore, it was expected that caregiving behavior would mediate associations between mother’s and children’s SR. A total of 179 mother-infant dyads participated. Measures of two aspects of maternal SR, inhibitory control and working memory, were assessed at 4 months postpartum. At 6 and 8 months postpartum, mothers interacted with their infants in two play contexts – with and without toys. Subsequently, these interactions were coded by trained observers to quantify negative caregiving behavior. When children were 18 and 24 months of age, they returned to the laboratory and participated in a Snack Delay task, a standard measure of SR – inhibitory control, specifically. Cumulative family risk and maternal report of infant negative affect were included as covariates; missing data was handled using FIML. Model fit was good: χ2(59)=56.88, p=.55; CFI=1.00; RMSEA=0.00 and SRMR=.04. Both poor maternal inhibitory control, b*=.33, p < .05, and good maternal working memory, b*=-.27, p < .05, were associated with maternal negative caregiving in the expected direction. In turn, high maternal negative caregiving was associated with poorer toddler SR, b*=-.62, p < .05. Finally, there was a significant indirect effect of maternal inhibitory control on toddler SR through negative caregiving, b*=-.20, p < .05; there also was a trend-level indirect effect of maternal working memory on toddler SR through negative caregiving behavior, b*=.17, p < .10. Implications and future directions will be discussed.

I Know You Are But What Am I? Using Neuroscience to Understand Maternal Contributions to Childhood Temperament Rebecca Brooker*, Jennifer Kling, Sejal Mistry-Patel, Tristin Nyman Temperament is a biologically based individual differences in emotion that are present as early as childhood (Goldsmith et al., 1997). As such, external influences on temperament likely lead to changes in child emotion behaviors via biological systems serving as mechanisms by which individuals adapt to environmental input (Del Guidice et al., 2011). Parents, and mothers in particular, arguably comprise the main source of input in a child’s early social environment (Kopp, 1989). Parental behaviors are established predictors of child emotion outcomes, but the biological mechanisms through which this “transmission” occurs are not yet fully delineated. The current talk will summarize findings that use evidence from event-related potential (ERP)-based approaches in childhood to identify two neural processes that may serve as mechanisms by which parental behaviors impact child outcomes. First, we present evidence from our laboratory that more harsh and controlling maternal parenting behaviors predict increases in problematic outcomes for children via a pathway that includes a neural marker of self-monitoring (Error-Related Negativity; ERN). Specifically, we

* indicates presenting author show that maternal behavior predicts changes in the ERN over time and subsequent changes in children’s risk for internalizing problems. Second, we discuss new findings from our laboratory that demonstrate the link between a neural marker of emotional reactivity (Late Positive Potential; LPP) in pregnant mothers and infant temperament outcomes as well evidence for associations between the LPP and infant temperament in the first year of life. Findings demonstrate the us of temperament theory and neuroscience approaches to understand the intergenerational transmission of emotion characteristics.

Infant, Toddler, and Parent Temperament as Predictors of Callous and Unemotional Traits Allegra X. Campagna*, Haven Warwick, Kaitlyn Campbell, Joshua Underwood, Zachary Wilde, Kara Brown, Maria A. Gartstein, Callous and unemotional (CU) traits are identifiable by persistent patterns of lack of empathy, disregard for others, and deficient affect. Despite emerging research, an adequate understanding of early childhood etiology of CU traits is currently lacking. The present study addresses this gap in research, considering parent, infant, and toddler temperament as predictors of CU, controlling for concurrent child behavior problems. A child temperament profile marked by fearlessness, sensation-seeking tendencies, and low affiliativeness was expected to confer risk for CU. Maternal responses to the Infant Behavior Questionnaire-Revised (IBQ-R; Gartstein & Rothbart, 2003) and the Adult Temperament Questionnaire (ATQ; Evans & Rothbart, 2012) were obtained at 4 months, with parent-report of temperament collected again at 2 years of age, using the Early Childhood Behavior Questionnaire (ECBQ; Putnam, Rothbart, & Gartstein, 2006), at the same time that general behavior problem and CU trait information was obtained (N=85). The Child Behavior Checklist (CBCL; Achenbach & Rescorla, 2000) provided an indicator of total behavior problems, and s considered as a covariate, as well as to derive an indicator of CU traits (Trentacosta et al., 2016), based on three items (α = 0.65). Parental, infant, and toddler temperament factors were considered as predictors of CU, to determine which dimensions made unique contributions. Hierarchical multiple regression was performed to identify unique significant associations between parental and toddler temperament and CU traits. Infant, toddler, and maternal temperament scores that were shown to be significantly associated based on simple correlations were included. Findings suggest CU traits are associated with infant fear, but not toddler temperament correlates, as well as parental high intensity pleasure. The latter links may be important to understanding the intergenerational transmission of risks for conduct disorder and adult psychopathy.

Does Temperament Moderate the Relation between Inhibition and Aggression in Preschool Children? Jessica S. Caporaso*, Stuart Marcovitch In the context of social competence in preschool peer conflict situations, aggressive behavior is considered an impulsive tendency that children must use inhibition to override (e.g., Denham et al., 2014). However, there is little direct evidence to support the assumption that aggressive behavior is an automatic tendency in young children. Indeed, it is likely that children’s natural tendency towards aggression differs based on their temperament, particularly surgency (e.g., Dollar & Stifter, 2012) and negative affect (e.g., Vitaro, Barker, Boivin, Brendgen, & Tremblay, 2006). For example, children high in negative affect may require more inhibition to temper their intense feelings of negative emotion following provocation and refrain from aggression, while children high in surgency may require more inhibition to temper their impulsivity in social situations. The current study tested the hypothesis that surgency or negative affect may moderate the relation between inhibition and aggression in response to social conflict. Seventy-one 4-to 5-year-old children completed a response inhibition task and a peer conflict resolution task where participants indicated how they would resolve social conflicts by selecting from an array of six options, three of which were aggressive options. Parents filled out the Child Behavior Questionnaire-Very Short Form (Putnam & Rothbart, 2006) and the surgency and negative affect subscales were used in analyses. A linear regression shows that both surgency, t(64)= 2.22, p=.03, and inhibition, t(64)= -3.01, p=.003, independently predicted aggressive responses. Furthermore, the interaction between negative affect and inhibition was significant, t(64)= -2.92, p=.01. Thus, it appears that negative affect, but not surgency, differentiates between children who need to rely on inhibition to refrain from aggression and those who do not.

The Moderating Role of Household Chaos on Child Surgency and Harsh Fathering Mamatha Chary*, Kirby Deater-Deckard, Martha Ann Bell

* indicates presenting author High levels of surgency in children (impulsivity, activity, pleasure-seeking) is associated with harsher parenting from caregivers. Surgent children are harder to manage and more likely to exhibit externalizing symptomology, all of which can undermine warm, sensitive caregiving. Conversely, household chaos is also a robust indicator of parenting behavior. Parents living in households that do not have routine and predictability are more likely to be reactive and emotional in their caregiving. In this study, we examined the moderating role of household chaos on the link between child surgency and harsh father parenting behavior in a sample of 60 fathers and 3-7-year-old children. Mothers and fathers completed the Child Behavior Questionnaire as a measure of child surgency, and the Chaos, Hubbub and Order scale as a measure of household chaos. Fathers completed the Parent Feelings Questionnaire, the Discipline Questionnaire, and the Parenting Possibilities Questionnaire as measures of harsh parenting. One-way ANOVA showed that there were significant differences in harsh fathering between the four groups of children, F (3, 55), = 3.39, p = .024. Post-hoc tests revealed the greatest differences were between children living in low chaos homes and high in surgency vs. children living in high chaos homes and high in surgency. Fathers reported the highest levels of harsh fathering for the latter group. When children were low in surgency, regardless of level of household chaos, there was no difference in parenting. This suggests that environmental factors may be particularly important in protecting against harsh parenting for children of certain temperaments.

Parent Screen Media Use, Child Mobile Screen Media Use, and Child Self-Regulation Daniel Ewon Choe*, Amanda C. Lawrence, Drew P. Cingel The interactivity and portability of handheld screen media devices are attractive to toddlers and preschoolers who desire autonomy and immediate gratification, but lack the requisite skills to effectively control their impulses and emotions. The pervasiveness of screen media devices in households with young children and their growing rates of screen media use over the last two decades increase the likelihood that screen media use may delay progress toward developmental milestones in early childhood, such as the attainment of self-regulation. Due to the recent advent of mobile screen media devices, such as smartphones and tablets, relatively little is known about how they affect young children’s self- regulation and what role parents play in children’s screen media use. We present evidence linking parents’ screen time (but not their parenting stress) to their young children’s mobile screen media use and self-regulation (N = 72, Mage = 38.02 months, SD = 4.51, age range: 31.74–46.72 months; 55.6% girls) using cross-sectional data collected with parent reports of screen media use and a behavioral battery of laboratory tasks assessing children’s self-regulation or effortful control. We report meaningful effects of developmental timing, amount of parent and child screen media use, and type of device on self- regulation in early childhood, concluding with implications for future work that may yield stronger causal inferences of screen media effects on child development.

The Role of Extraversion and Effortful Control in Predicting Psychological Capital Elli Cole*, Josh Grzywana, Sam Carpenter, Anjolii Diaz Psychological Capital (PsyCap) represents the ability to make positive appraisals, persevere, and internalize control, and is hypothesized to integrate facets of hope, efficacy, resilience, and optimism. PsyCap has been linked to mental well-being and academic performance, yet research has not examined the potential relationship between temperament and PsyCap. Given that temperamental measures of extraversion and effortful control are associated with traits of resiliency and optimism, it was hypothesized that extraversion and effortful control would predict PsyCap in college students. A confirmatory factor analysis (CFA) was specified for PsyCap using scores reflecting the four facets of PsyCap. The CFA fit the data well, χ2(5) = 9.18, p = .10; CFI = .95; RMSEA < .02; SRMR = .05. The standardized loadings ranged from .50 to .84 and were all significant and in the expected direction. Using factor scores obtained from the CFA as the outcome variable of PsyCap, a linear regression model (F (2,49) = 6.03, p < .05, R2 = .20) indicated that extraversion scores on the Adult Temperament Questionnaire (ATQ) significantly predicted PsyCap scores (β = .43, p < .05). In contrast, ATQ scores of effortful control were not a significant predictor of PsyCap (β = .04, p > .05). These results suggest that dispositions towards reactivity (i.e., extraversion) can account for individual differences in PsyCap, while a primary regulatory factor of temperament (i.e., effortful control) did not have the same predictive value. Implications for the role of extraversion and PsyCap on academic performance in college students are discussed.

Temperament and Behavior in Children Born Preterm in Comparison to Full-Term Counterparts Luciana Cosentino-Rocha*, Maria Beatriz Martins Linhares

* indicates presenting author The preterm childbirth constitutes a biological risk factor that predisposes to child developmental and behavioral problems. Temperament is an individual factor that should be explored connected with child behavior outcomes. The present study aimed to examine temperament and behaviors, and their associations, in children born preterm compared to full-term counterparts. The sample comprised 66 3-to- 5-year old children. Preterm (PT) included 43 children (gestational age, mean=30 weeks), hospitalized in Neonatal Intensive Care Unit and followed in a preventive program to detect developmental problems. Full- term (FT) included 23 children (gestational age, mean=40 weeks) recruited in day-care centers. The groups were comparable at sociodemographic characteristics. The data collection used mother-reports in Childhood Behavior Questionnaire, for temperament assessment, and Child Behavior Checklist 1½-5), for behavioral assessment. The between-comparison group was performed (t-test; p≤0.05). In comparison to PT, the FT had significantly higher scores in Negative Affectivity factor (p= 0.003), and its anger/frustration dimensions (p=0.001), and activity level (p=0.002), and impulsivity (p=0.006) of Surgency. Also, the FT had lower scores in inhibitory control of Effortful Control (p=0.01) than PT. This group, in turn had significantly higher scores in Effortful Control (p=0.04) than FT. Focusing the behavior, FT showed higher total behavior problems scores (p<0.0001), in both externalizing (p<0.0001) and internalizing (p<0.0001) axis, than PT. The higher Negative Affectivity, the higher behavior problems, in both groups (PT, r=0.52, p<0.0001; FT, r=0.55, p=0.006). The PT outcomes showed better behavioral self-regulation than the FT. The premature follow-up program could act as a protective factor for this vulnerable sample.

Associations between Positive Parenting Behaviors and Children’s Effortful Control Kimberly L. Day*, Claney Outzen, Olivia P. Cutshaw Often researchers focus on negative parenting behaviors, such as intrusiveness. However, it is also important to investigate parenting behaviors that may be associated with beneficial outcomes (McEachern et al., 2012). The current study investigated if positive parenting behaviors were associated with effortful control, which is proposed to be a core strategy in emotional regulation (Eisenberg, Smith, & Spinrad, 2016). As a result of child sex differences in effortful control (Else-Quest, Hyde, Goldsmith, & Van Hulle, 2006), results were examined separately by sex. Thirty-eight mothers and their preschoolers (19 boys; Mage=52.55months, SD=8.36) participated. Mothers reported on their parenting (i.e., supporting positive behavior, setting limits, and proactive parenting) with the Parenting Young Children questionnaire (McEachern et al., 2012), and their child’s effortful control (i.e., attention focusing, attention shifting, and inhibitory control) with the Child Behavior Questionnaire (Rothbart, Ahadi, Hershey, & Fisher, 2001). There were no significant mean-level child sex differences. For boys, there were positive associations between supporting positive behavior and attention focusing, attention shifting, and inhibitory control, and between rule setting and attention shifting and inhibitory control. For girls, the only significant positive association was between supporting positive behavior and attention shifting. Only supporting positive behavior and inhibitory control was statistically different between sexes (z=2.15, p<.05). We found that positive parenting was positively associated with effortful control. Additionally, despite a lack of mean-level differences, it is important to investigate child characteristics, such as sex, when examining associations between parenting and child development (Karreman, van Tuijl, van Aken, & Deković, 2009).

Development of Effortful Control during Childhood: Interactive Prediction by Respiratory Sinus Arrhythmia and Maternal Interaction Quality Anjolii Diaz*, Sarah Johns, Tracy L. Spinrad, Nancy Eisenberg The purpose of the current study was to examine the direct and interactive predictions of the caregiving environment and children’s respiratory sinus arrhythmia (RSA) on effortful control (EC) across early childhood. RSA--a psychophysiological index of self-regulation--has been related to the home environment and children’s adaptive behavior. Because theory suggests that intrinsic characteristics may increase sensitivity to environmental influences, RSA may serve as an important moderator of the association between caregivers’ interactions and children’s EC development. The current study included 199 children who participated in a laboratory visit with their mothers at 42 months. Baseline RSA and RSA suppression were assessed and maternal interaction quality (MIQ) consisted of both observed behaviors (i.e. sensitivity, warmth) and maternal reports on the PRCM at 42- months. Nonparental caregivers/teachers reported on children’s EC via the CBQ at 42, 54, 72 and 84- months. Linear latent growth curve models were fitted to determine children’s EC (42-84 months) trajectories. There was significant individual variability in children’s EC trajectories with several direct and interactive effects of MIQ and RSA. 84-month EC was most strongly positively predicted by supportive MIQ when

* indicates presenting author children experienced average or high levels but not low RSA suppression. On the other hand, EC growth reveled significant relations at both high and low RSA suppression levels suggesting that RSA may operate differentially depending on the context in which it is experienced. Results are discussed in terms of the importance of understanding the interplay between children’s physiology and caregiving contexts for later temperamental growth trajectories.

Household CHAOS and Infant Temperament Wallace E. Dixon, Jr., Chelsea L. Robertson* Managing ambient, everyday distractions is a fact of life for individuals of all ages. Short-term exposure to environmental distractions has been shown to temporarily compromise cognitive function, but also to mobilize cognitive function on some occasions. However, chronic exposure to ambient distractions may have longer-lasting impacts. One question that has received relatively little empirical attention is the extent to which chronic exposure to ambient, everyday distractions may impact long-term capacities for cognitive and emotional processing. In this investigation we explored the extent to which being raised in a distracting household, at least for the first year or so of life, could theoretically impact infant temperament. Sixty-one infants were brought into the lab at 15 months, with 34 returning at 21 months. On both occasions mothers completed the Early Childhood Behavior Questionnaire, and the Confusion, Hubbub and Disorder Scale (CHAOS). We found that household CHAOS scores at both 15 and 21 months were negatively associated with 21-month effortful control (r = -.46, p = .011 and r = -.59, p = .000, respectively). Concurrent correlations at 21-months also showed household CHAOS to be positively associated with frustration (r = .43, p = .012), impulsivity (r = .35, p = .045), and sadness (r = .41, p = .018). These findings were consistent with the possibility that high-distraction households contribute to lower levels of cognitive and emotional processing. At least it did not seem likely that the direction of effects could be reversed, although a third variable cannot be ruled out.

The Relation between Temperament and Heterogeneity in the Experience and Expression of Shyness Georgiana Erdogan*, Oana Benga The present study was grounded on the theoretical idea of heterogeneity in the experience and expression of shyness and on recent observational studies conducted during early childhood, that distinguished between positive and negative facial expressions of shyness, with positive shyness being considered to reflect children’s ability to regulate their ambivalent tendencies to approach as well as to be fearful and cautious in social situations. Building on these theoretical assumptions and previous empirical evidence, the main goal of the present study was to investigate the relation between shyness subtypes (positive and negative), temperament (both reactive and self-regulatory dimensions) and predisposition for psychopathology in a sample of preschool children. Children’s expressions of shyness were observed and coded in a performance task (Colonnesi et al., 2014), while child reactive and regulative temperamental traits were assessed by parents with the Children's Behavior Questionnaire (CBQ; Rothbart et al., 2001) and predisposition for psychopathology with Child Behavior Checklist 1.5-5 (Achenbach & Rescorla, 2000). In addition, executive attention was measured with the child version of ANT task (Rueda et al., 2005). Our preliminary results show that that positive shyness was positively associated with Smiling and Approach, as subfactors of the higher order temperamental dimension of Surgency. Moreover, from the higher order temperamental dimension of Negative Affect, only Fear subfactor was positively associated with positive shyness. Finally, higher proportion of positive shyness was associated with lower conflict ANT scores, which reflect better executive attention skills for children who produced more positive shyness in the performance task.

Temperament and Regulation: Preliminary Results from a Replication Study Jungwon Eum*, Jentry S. Barrett, Trisha L. Vickrey, Gwen Nugent, Kathleen Moritz Rudasill This presentation describes emerging results of our implementation of INSIGHTS Into Children’s Temperament (INSIGHTS) in rural Nebraskan kindergartners (n = 73). INSIGHTS is intended to improve self-regulation, increase student achievement, and decrease teacher-reported behavioral problems for children with different temperaments. Eight schools were randomly assigned to INSIGHTS or a control group and data were collected before and after implementation of INSIGHTS. Kindergarten Teachers (n = 14) completed the Teacher School-Age Temperament Inventory to measure temperament on four dimensions: task persistence, negative reactivity, motor activity and withdrawal (shyness). Children with more problematic temperament characteristics for the school environment were identified: those with low levels (- 1 SD below the sample mean) of task persistence (n=13), and/or high levels (+ 1 SD above the sample mean) of negative reactivity (n=12), motor activity (n=13) and/or withdrawal (n=13). Self-

* indicates presenting author regulation, academic achievement and behavior problems were then compared based on temperament and assignment. At baseline, students with either low task persistence or high negative reactivity scored lower on self-regulation; and, teachers reported less-close relationships. When assigned to treatment group, students with these temperaments improved significantly on self-regulation (p = 0.023 and p = 0.032, respectively) and teacher-student closeness improved (p<0.0001 and p= 0.035, respectively). Furthermore, treatment teachers reported significantly less behavior problems with students with high reactivity, high motor activity, low task persistence and shy temperaments. These results indicate that students with more problematic temperaments benefit from INSIGHTS and that INSIGHTS may be particularly helpful for students with high negative reactivity and low task persistence.

Associations between Amygdala Connectivity and Negative Reactive Temperament Courtney Filippi, Sanjana Ravi, Maya Bracy, Daniel Pine, Nathan Fox In the first few months of life, infants exhibit differences in response to novelty. We have described two different types of temperament, negative and positive reactive. Infants who have a negative reactive temperament are highly distressed by novelty and increased motor reactivity. Infants who have a positive reactive temperament display increased motor reactivity, smiling and positive vocalizations to novelty. Negative reactive infants are likely to exhibit fear of novelty in toddlerhood. Positive reactive infants are likely to show exuberant behaviors, approach and sociability. The aim of the current study is to examine the neurobiological origins of both types of temperament by evaluating the link between resting state networks and behavioral assessments of temperament when infants were four months of age. We recruited 4- to 5-month-old infants, assessed temperamental reactivity, and collected functional magnetic resonance imaging (fMRI) during natural sleep (n=26; M=9.5 minutes of fMRI data). fMRI collected during natural sleep can be used to measure correlations in brain activity across the brain over time. Brain regions comprising networks are highly correlated at rest. fMRI data were processed using the CONN toolbox (Whitfield-Gabrieli & Nieto-Castanon, 2012). Temperamental reactivity was assessed in the laboratory by presenting infants novel visual and auditory stimuli and scoring the infant’s affective response (negative or positive) to the stimuli using a 7-point likert scale. To identify functional connectivity, seed-based correlation analyses were run with a voxel significance threshold applied at p<.001 uncorrected and cluster threshold set at p<.05 FWE-correction. Results indicated that greater negative reactivity was associated with decreased amygdala-PFC connectivity. Connectivity between the right amygdala and the prefrontal cortex was bilateral (left cluster 136 voxels: p<.009; right cluster 234 voxels: p<.0005; See Figure 1). In contrast, positive reactivity was associated with connectivity between the left amygdala, and a cluster (271 voxels) centered around the motor cortex, including the precuneus, and posterior cingulate (See Figure 2). Together, this work illustrates the value of linking behavioral assessments of infant temperament with measures of functional connectivity.

Temperament and Executive Functioning Approaches to Self-Regulation in Preschool: Behavioral and Academic Outcomes across the Elementary School Transition Jeffrey R. Gagne* Inhibitory control (IC) is a temperament dimension and an executive function (EF) involving the self- regulation of impulses and pre-potent behavior. Low IC is associated with externalizing behavior problems and ADHD, and related academic challenges. We examined IC, working memory (WM), vocabulary and behavior problems in preschool-aged siblings, as well as behavior problems and school outcomes in elementary school. Participants included 99 families with two children (N = 198) between 2.5 and 5.5 years of age (M = 3.88). Preschool IC was assessed using parent-report, an EF Stroop task, two laboratory temperament assessment episodes, and three observer ratings. We measured WM using the EF “Spin-the-Pots” task and vocabulary with the Peabody Picture Vocabulary Test (PPVT). Behavior problems and school outcomes were assessed via parent-report. All IC ratings except one were positively related to Spin-the-Pots and the PPVT in preschool, indicating that higher levels of IC are associated with WM and child vocabulary. Multilevel model hierarchical regression analyses showed that IC variables and maternal depression accounted for a significant amount of variation in child vocabulary over and above child gender and age. High IC as assessed by parent-ratings and Stroop predicted greater preschool WM. All preschool IC variables were associated with preschool externalizing and ADHD behavior problems. Preschool parent- and lab-based temperament ratings of IC, and preschool observer ratings of impulsivity were negatively linked to externalizing and ADHD in elementary school. However, preschool parent ratings of IC, Stroop, WM and vocabulary scores were all positively associated with academic competence in elementary school.

* indicates presenting author Predicting Toddler Noncompliance: The Role of Infant Reactivity, Toddler Effortful Control, and Maternal Attention Tatiana Garcia Meza*, Martha Ann Bell Parental and temperamental factors contribute to differences in children’s noncompliant (NC) behaviors (Leijten et al., 2018; Lickenbrock et al., 2013). A child’s inability to comply with the requests of others can have a multitude of indirect consequences in the classroom setting, with peers, and with teachers. Temperament and parenting play an interactive role in children’s developing self-regulation capacities (Kiff et al., 2011). Due to this unique interplay between temperament, parenting, and reactivity during infancy (Nigg, 2017), we examined infant physical responses toward mother during arm restraint, toddler effortful control (EC), and maternal attention as predictors of children’s NC behaviors during a mother- child interaction task in toddlerhood. Children and their mothers were part of an ongoing longitudinal study. At T1, 199 children (half girls) and their mothers contributed complete data at 10-months and at T2 when toddlers were 24-months. The variables of interest at T1 were infant responses during the arm restraint task (kicking, squirming directed at mother), operationalized as reactivity. T2 included maternal report of toddler EC (ECBQ; Putnam et al., 2010), as well as maternal attention to child and toddler noncompliant behaviors during a dyad puzzle task. The regression equation was significant, R2 = .12, F(3, 195) = 8.58, p < .001. Infant reactivity at 10m (beta = .17), 24m EC (beta = -.17), and 24m maternal attention (beta = -.23) were all unique contributors of 24m NC behaviors. Our findings indicate the differing factors that are coming together in the developmental process which contribute to children’s noncompliant behaviors.

A Person-Centered Approach to Temperament in ASD Nancy Garon*, Isabel Smith. Lonnie Zwaigenbaum, Susan Bryson, Jessica Brian, Canadian Infant Sibling Study Team Research in temperament of children and adults with autism spectrum disorder (ASD) has suggested a consistent profile of low positive affect, high negative affect, and low regulation (Visser et al., 2016, for review). One area that has received less attention is individual differences among children who are diagnosed with ASD. The primary objective of this study was to use a person-centered approach (latent profile analysis) to explore temperament heterogeneity in a large sample of high-risk (HR) infants. A secondary objective was to explore whether the resulting subgroups would differ in terms of IQ, ASD symptoms, externalizing and internalizing symptoms and adaptive functioning. Participants included 176 low risk infants and 464 high-risk infants, 130 of who were diagnosed with ASD at 3 years. Parents filled out the Infant Behavior Questionnaire (IBQ; Rothbart, 1981) at 6 months and 12 months and the Toddler Behavior Assessment Questionnaire-Revised (TBAQ-R; Goldsmith, 1996) at 24 months. Results supported a three-group solution: a well-regulated group (high positive, high attention), a low reactive group (low positive, low attention), and a “sticky” attention group (low positive, high attention focus, low attention shifting). Further analysis indicated that a higher proportion of children diagnosed with ASD were classified into the sticky attention group. Furthermore, children with ASD who were classified in this sticky attention group had poorer outcome at 36 months in comparison to children with ASD classified in the low reactive or well-regulated group.

Electrophysiology of Approach/Avoidance: Development of Frontal EEG Asymmetry Maria A. Gartstein*, Gregory R. Hancock, Natalia Potapova, Martha Ann Bell Asymmetric patterns of frontal brain activity reflect approach and avoidance tendencies - relative right activation is associated with withdrawal and left hemisphere activation with approach. Stability of electroencephalogram (EEG) asymmetry has been demonstrated primarily with samples selected for high reactivity, whereas considerable shifts were reported for children not targeted because of extreme temperament. In this study, dynamic effects among frontal EEG power indicators within and across hemispheres were examined throughout early childhood. Temperament at 5 months, and EEG indicators at 5, 10, 24, 36, 48, and 72 months-of-age (N=410) were analyzed via a hybrid of difference score and panel design models, with baseline measures and subsequent time-to-time differences modeled as potentially influencing all subsequent amounts of time-to-time change (i.e., predictively saturated). Temperament was examined on the fine-grained level, considering predictive contributions of 5-month attributes measured using mother-report. Overall, change in left and right frontal EEG power was shown to downregulate subsequent change in the same hemisphere, potentiating growth for the opposing neurobehavioral system. Fear, Sadness, and Distress to Limitations (associated with negative emotionality); Smiling/Laughter, Vocal Reactivity, High Intensity Pleasure, and Approach – markers of surgent tendencies; as well as regulation-related dimensions: Low Intensity Pleasure, Soothability, and Cuddliness, were all associated with frontal alpha power changes across childhood. Infant sex was

* indicates presenting author shown to moderate links between temperament and growth parameters. Overall, more temperament- related effects were observed for girls, and these were more balanced across hemispheres, with temperament attributes often contributing equally to changes in frontal activity across the two hemispheres.

Frontal EEG Asymmetry in the Context of the Still Face Procedure: Contributions of Parent-Child Interactions and Temperament Maria A. Gartstein*, Kara Brown, Allegra X. Campagna, Jennifer Mattera, Kaitlyn Campbell, Haven Warwick Electroencephalogram (EEG) asymmetry has been widely studied across the lifespan, with multiple studies conducted in infancy. However, few have investigated frontal EEG asymmetry in the context of emotional-eliciting tasks, controlling for baseline to focus on an experimental episode response. The present study was designed to address this gap in research, predicting frontal EEG asymmetry response in the context of the repeated Still Face procedure (SFP; Haley and Stansbury, 2003; Tronick et al., 1978), examining mother-infant interaction quality and infant temperament attributes as potential contributors. Moderation by infant temperament was also considered. Mothers completed the Infant Behavior Questionnaire (IBQ-R; Gartstein & Rothbart, 2003) for 53 infants (mean age = 8.44 months, SD = 1.51 months, 34 girls), with 50 cases of sufficient usable SFP EEG data. Results indicated that intensity (b=-.53; p<.01) and emotional tone of parent-child interactions (b=-.51; p<.05), Surgency/Positive Affectivity (b=.40; p<.05) and component scales of Approach (b=.44; p<.05) and Activity Level (b=.56; p<.01), predicted frontal EEG asymmetry during SFP, controlling for baseline. Importantly, moderation was noted for Surgency/Positive Affectivity (b=.40; p<.05) and its Approach (b=.41; p<.05) subscale, reflected in significant interaction terms and follow-up simple slope tests. That is, the effect of intensity in mother-infant interactions was qualified by child overall surgency, and approach more specifically – infants demonstrating higher levels of Surgency/Positive Affectivity and Approach in particular were protected from the right frontal EEG response to SFP noted in the context of intense concurrent exchanges with mothers. Results were interpreted in the context of the “goodness-of-fit” model of temperament and implications for neurobehavioral development.

The Relationship Between Executive Functions, Anger Regulation, and Aggressive Behaviors in Adolescence Laura Di Giunta, Giulia Gliozzo*, Carolina Lunetti, Irene Fiasconaro, Laurence Steinberg, Jason Chein, Concetta Pastorelli, Eriona Thartori, Emanuele Basili, Ainzara Favini, Flavia Cirimele, Nancy Eisenberg, Jennifer E. Lansford, Dario Bacchini, Liliana Maria Uribe Tirado The present study examines how anger and hostile rumination mediate the association between executive functions and aggressive behaviors in adolescence. Pursuing this goal may lead to a better understanding of self-regulation-related processes in adolescence, which in turn could advance researchers’ knowledge of key targets for prevention and early intervention strategies seeking to thwart the adolescent onset of behavioral and mental health issues. Participants (N=104; 47% females) were from Rome and were part of the ongoing Parenting Across Cultures study (PAC; e.g., Lansford et al., 2014). In order to evaluate the construct of executive functions (at age 11), a composite score that capitalized on the children’s score on digit span, verbal fluency, and working memories (three tasks in a computerized battery) were considered (Steinberg, 2009). Irritability (at age 12) was assessed with the correspondent scale from the Early Adolescent Temperament Questionnaire-Revised (Capaldi & Rothbart, 1992). The tendency to ruminate (at age 12) was assessed via the Hostile Rumination Scale (Caprara, 1986). Aggressive behaviors (at age 10 and 13) were assessed via the YSR and the CBCL (Achenbach, 1991). Data were analyzed using path analysis. Findings show the mediating role of anger and hostile rumination in the association between executive functions and aggressive behaviors. These result held controlling for the stability of the outcome and SES. The generalizability of these results to other cultural contexts will be also examined on further PAC data, correspondent to the aforementioned ones, from another Italian site (Naples), from three ethnic groups from US, and from Colombia.

Preschool Temperament and Its Relation to School Readiness Profiles in At-Risk Kindergartners Jasmine Gobeil-Bourdeau*, Jean-Pascal Lemelin, Marie-Josée Letarte, Angélique Laurent Children with low school readiness generally face more difficulties throughout primary school (Davoudzadeh et al., 2015). Child temperament is important to consider as a determinant of school

* indicates presenting author readiness, because it could help identify children at high-risk of school problems. In this study, a person- oriented approach was used to examine the relations between three temperament factors (negative affectivity, surgency/extraversion, effortful control) assessed one year before kindergarten and school readiness profiles established at the end of kindergarten. The sample included 98 children (59% male) at- risk due to their poor school readiness. Temperament was evaluated by parents using the CBQ-SF (Putnam & Rothbart, 2006). Two indicators of cognitive school readiness (school prerequisites [Lollipop; Chew, 1989]; receptive vocabulary [PPVT; Dunn et al., 1993]) and three indicators of socioemotional school readiness (social competence; externalizing problems; internalizing problems [SCBE; Dumas et al., 1995]) were used to conduct a latent profile analysis. Three school readiness risk profiles were identified: 1) combined moderate risk; 2) high socioemotional risk; and 3) high cognitive risk. A multinomial logistic regression showed that lower surgency/extraversion was associated with a greater likelihood of being classified in the high socioemotional risk profile compared to the moderate risk profile. Lower effortful control was associated with a greater likelihood of being classified in the two high risk profiles compared to the moderate risk profile. Preschool children characterized by low surgency/extraversion and/or effortful control should be targeted and offered early preventive interventions during the transition to school with the aim of lowering the risk of school problems.

The Effect of Difficult Temperament on Experiences with Infant Sleep and Sleep Training: A Survey of Parents Macall Gordon* The effect of difficult temperament on parents’ experiences with sleep and sleep training Research and parenting advice consistently endorse the use of extinction to improve sleep in infants as young as 2- to 4-months and that the intervention is fast, effective, and without side effect. Parents are told that crying will be worst on the first night and will quickly be extinguished in 3-4 nights. While it is understood that difficult temperament negatively affects both sleep onset and duration, temperament is rarely considered as a factor in research outcomes or the advice that proceeds from it. Is it possible that temperament variables like reactivity, low sensory threshold, persistence, etc. result in different outcomes for both infants and parents? METHODS: Parents of infants 6-18 months; n= 404; M =11.2 mos.) and young children (2-6 years; n=452; M =43.1 mos.) were recruited to participate in an online survey. Temperament was assessed via the Difficult subscale of the Infant Characteristics Questionnaire (Bates et al., 1979). The survey inquired about both negative and positive aspects of temperament (reported elsewhere), as well as parents’ experiences with a variety of sleep variables and interventions. RESULTS: Simple linear regressions indicated that higher levels of “difficult” temperament predicted difficulties in all sleep behaviors (daytime and nighttime sleep, difficulty falling and staying asleep; all p<.001). Higher levels of difficult temperament were also predictive of parents attempting a greater number of sleep interventions with less success and experiencing much more crying than expected. DISCUSSION: Further research should examine what interventions are best suited to the aspects of temperament that make both sleep and interventions more challenging.

The Dyadic Role of Friendship Quality and Temperament in Close Friends’ Perceived Social Self- Efficacy Emma S. Green*, Emily Cyr, Heather A. Henderson Children’s perceptions of friendship quality (FQ) are positively associated with emotional well-being (Rubin et al., 2004). However, FQ influences may differ based on surgency – less outgoing children may depend more on friends to support their social self-efficacy (SSE). Using a dyadic framework, we extend the past literature to examine how best friends’ perceived FQ and surgency impact each others’ perceived SSE. Ten-year olds and self-nominated best friends (N=310, 54.2% female) reported FQ and SSE. Parents reported on surgency. APIM modelling simultaneously regressing actor and partner FQ and surgency on SSE revealed that dyads converged on perceived FQ (but not surgency). Self-perceived FQ (SPFQ) was positively associated with self-rated SSE; however, this association was moderated by both friends’ perception of FQ and friends’ surgency. Specifically, SPFQ was not associated with SSE when friends were highly surgent and reported high levels of FQ. Results suggest that best friends agree on quality of their friendship, regardless of similarities in temperamental surgency. Children’s own surgency was non-influential, but in certain cases, a friend’s surgency influenced children’s SSE. With an outgoing friend who reports high FQ, it does not matter how the child views FQ – their perceived SSE is better. Surgent friends, feeling confident within their friendship, may provide clear/positive feedback that bolsters their friend’s SSE. Less surgent friends may

* indicates presenting author provide less direct feedback about the relationship, requiring a child to depend on SPFQ to derive a sense of SSE. Future work will examine the longitudinal impact of both temperament and FQ on individual/dyadic functioning.

The Role of Shyness and Social Anxiety in Childhood Emotion Identification and Reasoning Emma S. Green*, Heather A. Henderson Dispositional traits affect individuals’ processing of social information. Past research found that shy infants develop earlier, more sophisticated theory of mind (Mink et al., 2013). In adults, social anxiety (SA) is associated with increased mentalization about others’ emotions (Washburn et al., 2016). In the current study we examined the role of shyness and SA in emotion identification (EI) and mentalization, concurrently and longitudinally, in middle childhood. Participants were 91 7-year olds (M=7.31, 49.5% female); 81 returned at 8-years (M=8.34, 54.4% female). At 7, children completed self-reports of shyness and SA, plus the Reading the Mind in the Eyes task (static EI; Baron-Cohen et al., 1997) and an adapted Reading the Mind in Films task (dynamic EI; Gollan et al., 2008). Following the RMF, children provided reasoning about the cause for individuals’ emotional display; responses were coded as under-, correct, or over-mentalizing. At 8, children completed the SA measure again. At 7, children with higher self-reported shyness and SA showed improved dynamic (but not static) EI. Higher levels of SA, but not Shyness, were associated with bias towards over-mentalizing responses. Between 7 and 8, children showed significant stability in SA characteristics. However, providing more correct (vs. over-mentalizing) responses at 7 disrupted this longitudinal stability. These findings suggest that both shyness and SA are associated with how children process and identify socially-relevant emotional information, but only SA is implicated in mental state reasoning. Furthermore, maintaining a middle-ground, neutral perception of social information may be protective for children with dispositional traits of SA.

The Internationalization of Temperament Research: A Tribute to Bill Carey Sara Harkness*, Charles M. Super Cultural comparison of temperament’s role in child development was part of the Chess and Thomas program since their theory’s origin. Having developed the framework initially with middle-class white families, they proceeded quickly to apply it with working-class Puerto Ricans families, also in New York City. The results confirmed their focus on “goodness of fit” rather than any particular disposition in isolation. Application of the Thomas and Chess theory of temperament to families beyond America’s borders, however, and particularly beyond Western European societies, was slower to develop. In part this evolution follows the generally slow path of the internationalization of developmental research, but its progress has been significantly aided by having available for translation the “gold standard” questionnaires developed by Carey, McDevitt, and others. In this presentation we will outline the internationalization of the Thomas-Chess-Carey-McDevitt approach to studying children’s temperament, and summarize some of the findings and lessons of this literature. Along the way, we will describe our own discovery and use of this work, as researchers, as parents, and in the art of giving advice. Finally, we will comment on Bill Carey’s personal role in furthering the adventure of temperament research.

Teacher-Child Relationships Moderate the Effects of Child Temperament on Self-Perceptions of Externalizing and Internalizing Behavior Problems Elizabeth Harvey*, Jean-Pascal Lemelin, Michèle Déry Temperament research has often focused on familial factors that may moderate the associations between temperament and children behaviors (Roubinov et al., 2017). However, as children enter school, their relationships extend beyond those developed within the family environment (Quin, 2017). The primary goal of this study was to examine whether the quality of student-teacher relationships (STR) moderates the longitudinal associations between child temperament (Negative affectivity -NA, Surgency/Extraversion-SE, Effortful control-EC) and externalizing and internalizing problems. The temperament of children (n = 744) from an ongoing longitudinal study on conduct problems was assessed by the parent using the Children’s Behavior Questionnaire Short-Form (Putnam et al., 2006) at T1. The quality of STR was constructed as a latent variable (T1, T2, T3) using the the STR Scale (Pianta, 2001). Student’s self-perceptions of problems (T4) were assessed using the Achenbach System of Empirically Based Assessment (Achenbach & Rescorla, 2001). Path analysis models revealed that NA was predictive of internalizing problems, but only for children experiencing high levels of conflict or dependency with their teachers. In addition, EC was negatively

* indicates presenting author associated with both internalizing and externalizing problems, but only for children experiencing high levels of closeness with their teachers. The quality of STR did not moderate the relations between SE and behavior problems. This study shows that the quality of STR influence the strength of the links between NA and EC and internalizing and externalizing problems. Focused interventions to improve overall quality of STR thus represents another useful strategy to use to prevent children’s behavior problems.

Temperament and the Short-Term Effects of Tablet Use in Young Children Abigail F. Helm*, Jennifer McDermott This work focuses on the short-term effects of tablet use in children. Children between the ages of 3.5 and 5 years were recruited for the study, and 70 children (35 male) participated. Children completed an age-appropriate go/no-go task then were randomly assigned to a technology use group or a comparison group. In the technology use group, children played a cooking game on a tablet for 15 minutes. In the comparison group, children played with cooking toys for 15 minutes. Following playtime, children completed the go/no-go task again. Parents also completed the CBQ short form while the children completed the tasks. Groups did not differ significantly in the amount of screen time they had at home, nor did they differ on their levels of surgency, negative affect, or effortful control. Surgency was positively correlated with amount of screen time, driven by the amount of TV and videos watched. Trends with go/no-go performance arose for surgency and negative affect, and these trends differed by group (comparison vs. technology). Accuracy on go trials tended to get worse after iPad playtime when surgency ratings increased as well as when negative affect ratings increased. In contrast, accuracy on no-go trials tended to get better after iPad playtime when surgency ratings increased.

Temperament and Observed Social Engagement Among Unfamiliar Peers with and without Autism Spectrum Disorder Heather Henderson*, Lisa S. Hernandez, Lauren Usher Initial peer interactions are a crucial first step in friendship formation. Temperament may provide critical information about both between group and within group differences in peer interactions among adolescents with and without Autism Spectrum Disorder (ASD). We examined dyadic associations between temperamental Surgency, Affiliation and Negative Affect (assessed on the EATQ) and observed social engagement with an unfamiliar peer. Fifty adolescents (25 ASD, 25 TD) aged 12 to 16 years old were paired into dyads matched on gender, age, and verbal IQ. Discrete and global codes of social engagement were applied to the initial 5-minutes of the interaction. Parents of adolescents with ASD rated their child higher on negative affect and lower on surgency and affiliation relative to parents of adolescents without ASD, all p’s < .001. Actor-Partner Interdependence Model (APIM) analyses revealed that regardless of diagnostic group higher negative affect was associated with less reciprocity by adolescents themselves, b = .41, SE = .16, t(28.63) = 2.60, p = .015, but not their partners, b = -0.17, SE = .17, t(26.11) = -1.03, p = .312. In adolescents with ASD, higher affiliation predicted more social reciprocity, b =0.65, SE = .22, t(16) = 3.01, p = .008, but the same was not true for adolescents without ASD, b = -0.17, SE = .25, t(18) = -0.69, p = .501. Findings provide insights into dyadic processes during real-world interactions and will be discussed in terms of implications for the formation of friendships in adolescents with and without ASD.

Supporting Infant Emotion Regulation through Attachment-Based Intervention: A Randomized Controlled Trial Allison D. Hepworth*, Lisa Berlin, Tiffany Martoccio, Erin Cannon, Rebecca H. Berger, Brenda Jones Harden Infant emotion regulation has long-term implications for human development, highlighting the need for preventive interventions that support emotion regulation early in life. Such interventions may be especially important for infants higher in emotional reactivity, who need to regulate their emotions more frequently and intensely than infants lower in emotional reactivity. The current randomized trial examined main and moderated effects of an attachment-based intervention on (a) infants’ use of mother-oriented and self- soothing emotion regulation strategies and (b) infant emotion dysregulation in 186 low-income, predominantly Latino infants. We tested the brief (10-session) Attachment and Biobehavioral Catch-up (ABC) intervention in the context of home-based federal Early Head Start (EHS) services. Control participants received home-based EHS plus 10 weekly books. Intent-to-treat analyses with covariates revealed main effects of the intervention on infants’ use of mother-oriented emotion regulation strategies during a brief (40-second) novel and potentially fear-inducing procedure (d = 0.31). Infant emotional

* indicates presenting author reactivity moderated intervention impacts on mother-oriented emotion regulation strategies and on infant emotion dysregulation. We found stronger effects of the intervention for infants relatively higher in emotional reactivity. Our moderated intervention effects results are consistent with the tenets of differential susceptibility theory that some individuals are more susceptible than others to both positive and negative extrinsic influences. In light of the long-term developmental implications of early emotion regulation, these findings highlight the preventive value of attachment-based interventions for setting emotion regulation on a healthy trajectory.

Differential Harsh Parenting and Sibling Differences in Conduct Problems: The Role of Child Temperament Yelim Hong*, Kirby Deater-Deckard, Stephen A. Petrill Introduction: Differential parenting toward siblings is known to be linked with sibling differences in conduct problems and maladjustment (Asbury et al., 2006; Jeannin & Van Leeuwen, 2015; Padilla et al., 2016), reflecting bidirectional parent and child effects that operate within each parent-child dyadic relationship (Bates et al. 2012). This within-family sibling differentiation process may operate in distinct ways depending on levels of sibling difference in temperament. Hypothesis: Sibling differences in effortful control would moderate the association between differential parenting and sibling differences in conduct problems. That is, the interactive combination of higher levels of harsher parenting and lower levels of effortful control will best predict higher conduct problems, within a family. Methods: The sample included 75 monozygotic twin pairs and 98 dizygotic same-sex (58% females) 8-year-old twin pairs. Mothers completed questionnaires (CBCL; CBQ-SF; Disruptive behavior disorder; Parent Feelings Questionnaire). Results: Greater sibling differences in conduct problems were predicted by greater differences in harsh parenting exposure between sibling, but not by differences in effortful control. The child who received harsher parenting had higher levels of conduct problems, compared to the sibling. The expected two-way interaction between sibling differences in harsh parenting and differences in effortful control was not significant. Additional findings with other aspects of differential parenting, conduct problems, and effortful control will be discussed.

Similarity of Parent-Child Temperament: Links with Parenting and Child Behavior Problems Yelim Hong*, Kirby Deater-Deckard, Martha Ann Bell Introduction: Overall similarity in parent-child temperament may be linked with important aspects of the parent-child relationship and child adjustment. Dyad-similarity in temperament may signal greater genetic as well as phenotypic similarity (theorized to promote relationship closeness and parental investment), therein facilitating relationship stability and supportiveness in ways that promote better child adjustment (Aart et al., 2017; Carlson et al., 1991; Langenhof et al., 2015; Lanz et al., 2001; Tuijl et al., 2005). However, there has been very little research on this topic with children. Hypothesis: Greater mother-child overall similarity in temperament will be associated with fewer behavioral and emotional problems in the child, and less harsh parenting directed at the child. Methods: Participants were mothers of 3-to-7-year-olds (N = 158). Mothers completed standard questionnaires (ATQ; CBQ; SDQ; PFQ; Discipline Questionnaire). Dyad similarity was computed using a Q-correlation “score” that quantifies overall profile similarity across multiple parallel temperament facet scores (Tuijl et al., 2005; Gaunt, 2006). Results: As expected, greater temperament similarity was associated with higher child prosocial behavior and lower hyperactivity, conduct and emotional problem behaviors, as well as overall lower levels of verbal, shaming and non-punitive discipline toward child (significant correlations were in ± .15 to .25 range). In contrast, there was no association with peer problems, physical discipline or parent negativity toward child. Results will be discussed in light of current theory.

Five Decades of Temperament Traits: So… Now What? Robert J. Hudson* During the past twenty years the expansion of executive function (EF) research in early childhood development to define their importance in both academic achievement and social-emotional development has defined its importance. We know that students with strong EFs excel in math and reading, and strong EFs point toward the same superior outcomes with social-emotional development. To further this research and to capture some baseline data in large samples, two studies were undertaken and will be discussed. 1. Temperament Trait and Executive Function Assessment in a large Pre-K sample of a Suburban School

* indicates presenting author District. 2. Low, Mid and High Scoring Kindergarten Classrooms of a large Urban School District.

Does Temperament Moderate the Impact of Background TV on Toddlers' Attention During Free Play? Mengguo Jing*, Tiffany A. Pempek, Heather L. Kirkorian, Seung Heon Yoo The current study examined associations between toddlers' temperament (e.g., attentional focusing, attentional shifting, cuddliness, inhibitory control, low-intensity pleasure) and toy play with versus without adult-directed background TV. We also compared TV programs that varied in the density of salient “formal features” (e.g., camera cuts, on-screen movement, sound effects). Fifty toddlers (12-24 months) were observed over three randomly ordered 10-minute sessions, including no TV, high-density TV (Wheel of Fortune), and low-density TV (Charlie Rose). We coded videos of the sessions for attention shifting (e.g., to toys, TV, parent) and play complexity (e.g., exploratory, relational, pretend). Across all conditions, toddlers’ attention was directed primarily at toys. However, this was moderated by TV condition: During high-density TV, toddlers paid more attention to the TV and less attention to toys. Moreover, play complexity was lower during high-density background TV than during no TV. Effortful control was found to predict attention to both toys and TV. Additionally, an interaction between effortful control and condition suggests a moderating effect of effortful control on the relation between background TV and attention to toys. Only in the high-density condition was effortful control related to the children’s attention to toys. Together, these findings help to elucidate the specific conditions under which background TV may be detrimental to early development and the individual difference that might alleviate the negative influences.

Relations Between Child Fearful Temperament, Maternal Characteristics, and Protective Parenting Lauren Brett Jones*, Elizabeth Mae Aaron, Sydney M. Risley, Elizabeth J. Kiel Toddler fearful temperament (FT), characterized by fearful and hesitant behaviors (Kagan et al., 1984) pulls for protective parenting, an established predictor of childhood anxiety (McLeod et al., 2007). Mother’s perceptions of toddler temperament are especially important in shaping parenting (Rubin et al., 1999). The strength of the relation between toddler FT and maternal protective parenting varies (Dadds & Roth, 2001). Maternal anxiety and maternal emotion regulation (ER) difficulties may contextualize this relation (Bögels & van Melick, 2004; Bugental et al., 1999). The current study investigates the interaction between toddler FT, maternal anxiety, and maternal ER in relation to protective parenting. When toddlers were 2 years old, mothers (n=110) reported on toddler FT via the Early Childhood Behavior Questionnaire (ECBQ; Putnam, Garstein, & Rothbart, 2006), their own anxiety via the Depression Anxiety Stress Scale (DASS; Lovibond & Lovibond, 1995), and their own ER difficulties via the Difficulties in Emotion Regulation Scale (DERS; Gratz & Roemer, 2004). One year later, mother-toddler dyads engaged in a low-threat episode (i.e., clown; Buss, 2011) and maternal protective parenting was coded. Toddler FT, maternal anxiety, and maternal ER interacted to predict maternal protective parenting (b= - 0.01, t= -2.13, p=.036). Probing revealed that the interaction between toddler FT and maternal anxiety became increasingly strong as maternal ER difficulties decreased. At low maternal ER difficulties, FT predicted protective parenting behaviors at high levels of maternal anxiety (b= 0.10, t=2.39, p=.019). Potentially, when mothers are anxious and dysregulated, they become disengaged with their fearful toddler, rather than protective.

Teacher-Child Interactions, Behavioral Inhibition & Social Competence Development in Early Childhood Meredith Karam*, Ilana Huz, Kathryn Degnan Developing social competence in early childhood benefits later outcomes. As children begin school at earlier ages, exploring how teacher-child interactions influence social competence is valuable. Previous research suggests that teacher-child interactions characterized by sensitivity to student’s needs and perspectives relate to greater social competence. Teacher-child interactions may be especially important for children with behavioral inhibition (BI), who react negatively to novelty, as these interactions could help them develop social competence amidst the many novel experiences they encounter at school. To date, there are limited studies evaluating teacher-child interactions and social competence in early childhood across multiple time points, very few studies examining these links in children with BI, and almost no studies of this sort using observational measures of teacher-child interaction. The current sample provided observations of BI and teacher-child interactions in toddlerhood, and of social competence in toddlerhood and at 60 months of age. Teacher-child interactions were measured using a modified version of the Observational Ratings of the Caregiver Environment (M-ORCE), BI was

* indicates presenting author assessed behaviorally in the lab, and social competence was deduced from children’s social initiation, positive affect, and prosocial behaviors across Freeplay and Special Toy scenarios with an unfamiliar peer. Previously, our research team found that toddler BI became less associated with social problems at 7 years if children experienced positive teacher-child interactions at 48 months. The current study provides a more precise, longitudinal focus on how teacher-child interactions in toddlerhood relate to social competence across early childhood for children with varying degrees of toddler BI.

Resting-State Functional Brain Connectivity is Associated with Differences in Newborn Temperament Caroline Kelsey*, Katrina Farris, Tobias Grossmann Psychiatric and developmental disorders have been systematically linked to disruptions in the functional connectivity of brain networks measured at rest. Resting-state networks can be detected early in infancy, yet little is known about whether and how functional connectivity in these networks is linked to behavioral traits, especially temperament. We examined the link between brain connectivity patterns and behavioral temperament in newborn infants (N = 75). Using resting-state functional near-infrared spectroscopy (rs- fNIRS), we assessed connectivity in three functional brain networks and one control network (Figure 1a). Infant temperament was assessed using the Infant Behavior Questionnaire Revised (IBQ-R). Our results show that connectivity in the Fronto-Parietal Network was positively associated with Regulation/Orienting (β = .91, p = .012), whereas connectivity in the Default Mode Network was negatively associated with Regulation/Orienting (β = -1.09, p = .015; Figure 1b). This overall pattern obtained from our newborn data is intriguing, because hypoconnectivity within the Fronto-Parietal network, implicated in the cognitive control of attention and emotion and hyperconnectivity within the Default Mode Network, involved in internally-oriented thought, have been linked to depression in adults (Kaiser et al., 2015). Our analysis also revealed a significant positive association between the Homologous-Interhemispheric Network and Negative Emotionality, (β = 2.18, p = .013; Figure 1c). The current results suggest that variability in newborn temperament is associated with specific differences in connectivity within functional brain networks. These findings shed new light on the brain origins of individual differences in early emerging behavioral traits and provide the basis for future research examining the long-term consequences of this brain-behavior correlation.

Validation of a Laboratory Measure of Infant Emotional Reactivity at the Neural Level Jennifer Kling*, Autumn Kujawa, Annmarie MacNamara, Elizabeth Bauer, Rebecca J. Brooker The Late Positive Potential (LPP) is a neural measure of emotional reactivity and motivational salience in adults; greater LPP amplitudes are linked to greater emotional reactivity and more self-relevant information (Cuthbert et al., 2000). Adult LPP amplitudes are positively associated with anxiety symptoms and negatively associated with depressive symptoms (MacNamara et al., 2016). Although LPPs have recently been extended to childhood populations (Dennis & Hajcak, 2009; Kujawa et al., 2012), their use in infancy is rare and no effort has been made to validate infant LPPs against infant behavior. We present preliminary evidence for a validated paradigm for LPP elicitation in infants. We measured LPP amplitudes in 23 infants between 6 and 12 months of age. Infants viewed two images (mother or confederate [unfamiliar mother]) repeated across 24 trials (12 trials for each photo). An electrode position by face type interaction (F(2, 30) = 3.18, p = 0.06 suggested that the presence of LPP differed across electrodes. Specifically, infants showed more positive amplitudes to pictures of mothers (M = 4.689, SD = 6.858) than to pictures of confederates (M = 1.526, SD = 6.646), but only at parietal (Pz) electrodes, the location typically associated with the LPP. Infant LPP was uncorrelated with mother LPP. Greater LPP to mother was associated with less negative emotion (r = -0.528, p = 0.04) and greater positive emotion (r = 0.657, p = 0.03) in infants, demonstrating a link between neural reactivity to familiar images and infant emotion in the first year of life.

Differential Effects of Temperamental Exuberance And Social Behavior On Attention And Externalizing Problems Across Childhood Sarah Kravitz*, Kathryn Degnan Children with an exuberant temperamental profile are typically social and happy children, but also at risk for externalizing behavior problems, due to impulsivity and high approach tendencies. This poster proposal examines the relations among temperamental exuberance, observed social behavior at age 7, as well as externalizing and attention problems in middle childhood. As part of a longitudinal study, 291 infants were selected for a wide range of infant reactivity to novelty. The present analysis includes a profile of high exuberance (4mo-3yrs), observed social behavior at 7

* indicates presenting author years, and maternal report of behavior problems in middle childhood. Positive and negative social behaviors with an unfamiliar peer at age 7 during an intense approach/avoidance game (Crocodile Dentist) were coded for frequency and intensity (involving one or more domains of behavior). Structural equation models tested the direct and indirect relations among gender, high exuberance, social behavior during the Crocodile Dentist, and behavior problems. High exuberance was associated with greater positive social behavior at 7, as well as fewer attention problems in middle childhood, ps<.05. Negative social behavior at 7 was positively associated with externalizing problems in middle childhood, p=.037. Further, girls demonstrated risk for attention problems, while boys demonstrated risk for externalizing problems, ps<.01. Additional analyses will explore whether gender differentially moderates effects from exuberance to attention and externalizing problems. The multifinality of trajectories of exuberant temperament across childhood will be discussed.

Discovering Infant Temperament Types while Measuring Level of Infant Caregiver Stress Mary Sheedy Kurcinka*, Janet Crow* This is a descriptive research study using a new tool to evaluate infant temperament while looking at parent stress simultaneously. It has been found that there is a correlation between increased stress in parents of children whose temperaments are described as difficult, or where there is a lack of goodness of fit. When parents understand a child's temperament, it can help them better interpret that child's behavior and the way the parents think about the reasons for those behaviors. If this occur, it is possible that a portion of the stress that is involved in parenting can be diminished. The names of the temperament groups have been modified to low key, spunky and spirited. The one-page evaluation tools have been offered to caregivers of all babies coming to the UCSD Pediatric Medicine clinic for their 4 and 9-month well child check. Parents were also given the document, "Infant Temperament Trait Tips," that provide a description of each temperament type and what the baby needs. We will be sharing preliminary data from this on-going 12-month study along with opportunities that this may provide to bring evaluation and discussion of infant temperament into busy pediatric practices.

A Closer Look at the Measurement and Stability of Temperament Across Infancy Kelly Lavin*, Marcie C. Goeke-Morey, Kathryn A Degnan, Deborah F. Perry One of the most studied aspects of children’s biological characteristics that predispose children to feel, think, and behave in a certain manner is temperament. Specifically, “difficult” temperament, characterized by negative emotive disposition, trouble adjusting, and unpredictability, has been identified as a risk factor for children’s maladaptive development. More research is needed to examine the comparisons in measurement approaches to studying temperament, such as behavioral and maternal report measures, so that research may best capture the lens through which mothers’ see their child’s temperament. This study proposes to investigate the measurement and stability of difficult temperament across infancy. Archival data from a longitudinal study at the University of Maryland will be used. The sample includes 291 healthy infants (156 females). The behavioral measure of temperament will consist of observational data from a mother-child arm restraint task in the laboratory at 4 and 9 months, and a series of mother- child interactive tasks in the home at 9 months. Maternal report of temperament at 4 and 9 months will include the subscales smiling and laughter, distress to limits, and soothability from the Infant Behavior Questionnaire (IBQ). This study will examine the stability of both measures of temperament (behavioral and maternal report) across infancy as well as the consistency across method type. Discrepancies between measures will be discussed in relation to the maternal perceptual lens that all mothers ascribe to their child’s behaviors.

Differential Predictors of Infant Physiological Regulation with Mothers and Fathers: The Roles of Parenting and Infant Temperament Diane M. Lickenbrock*, Mary Richter, Alexis Hernandez Parents are one of the earliest influences on child self-regulation, and infant temperament further clarifies this link between parenting and effective regulation. However, the majority of the research examining infant temperament and parent predictors of infant regulation has overlooked fathers. Parent respiratory sinus arrhythmia (RSA), a measure of reactive/regulatory capacity, has rarely been examined as an indirect contributor of infant regulation. The present study examined whether parenting (parenting behaviors, parent RSA) and infant temperament predicted infant RSA with mothers and fathers. Families participated when infants were 4, 6, and 8 months old (+/- 14 days). Parents rated their infant’s temperament (IBQ-R; Gartstein & Rothbart, 2003). Parent-infant dyads participated in a baseline and the Still-Face Paradigm (SFP; Tronick et al., 1978) while cardiac physiology was acquired. Parent/Infant RSA suppression was calculated as change in RSA from baseline to the still-face episode. Parental

* indicates presenting author sensitivity/intrusiveness was rated during the SFP (Braungart-Rieker et al., 2015). Preliminary multiple regression analysis (n=60 mother-infant dyads; n=55 father-infant dyads) revealed different predictors of infant physiological regulation with mothers versus fathers. A mother intrusiveness X RSA suppression interaction at 4-months predicted infant RSA suppression at 6-months. For mothers high in intrusiveness, as their RSA suppression increased, infant RSA suppression decreased. A significant main effect of father sensitivity as well as a significant infant surgency X father RSA suppression interaction was found. For infants low in surgency as father’s RSA suppression increased at 4-months, infant RSA suppression decreased at 6-months. Additional models will include additional dyads and the 8-month time-point.

Infant Negative Affectivity, Frontal EEG Asymmetry, and Maternal Intrusiveness Predict Externalizing Problems in Toddlerhood Ran Liu*, Martha Ann Bell Child externalizing problems (EP) is predicted by a number of risk factors (Eisenberg et al., 2015). Limited research, however, has focused on how different levels of functioning together in predicting EP. We used a multi-level method and examined how the behavioral (negative affectivity) and biological (frontal EEG asymmetry) manifestations of temperament and caregiving quality (maternal intrusiveness) during infancy interactively to predict EP during toddlerhood. 200 children and their mothers participated in the study. At 5 months, behavioral expression of temperament was measured using the Infant Behavior Questionnaire- Negative affectivity (NA) scale. Baseline EEG was recorded as the infant sat on mother’s lap observing an experimenter manipulate an infant toy with bouncing balls. Frontal asymmetry (FA) was calculated by subtracting the left ln power (F7) from the right ln power (F8). Maternal intrusive behaviors (INT; e.g., intrusive physical manipulations) were recorded during a 2-minute free play task and coded off-line. EP at 36 months was measured by Child Behavioral Checklist (CBCL 1½–5). Results indicated that the three- way interaction of NA, FA, and INT at 5 months was significant in predicting EP at 36 months (b = 16.44, p = .04). Specifically, at low level of INT, NA did not predict EP regardless of FA. When infants experienced high INT, NA significantly predicted EP only when they had left FA (b = 8.71, p = .00) but not right FA (b = 3.11, p = .12). This suggests a complex interaction among behavior, biology, and environment in shaping infant developmental trajectories.

Do You See What I Mean?: Exploring Parent-Child Dynamics in the Context of Behavioral Inhibition with Mobile Eye-Tracking Leigha A. MacNeill*, Xiaoxue Fu, Kristin A. Buss, Koraly Pérez-Edgar Temperamental behavioral inhibition (BI) is characterized by sensitivity to novelty and social withdrawal. Overly responsive parenting reinforces children’s wariness by rewarding signs of distress (Fox et al., 2005). Research has not yet observed how inhibited children attend to their parent’s behavior. Beyond global behaviors, fine-grained, dynamic measures (e.g., mobile eye-tracking) are needed to understand mechanisms supporting relations between parenting and temperament. The current study examined dyadic attractor patterns (average mean durations; AMD) with state space grids, using children’s attention patterns (captured via mobile eye-tracking) and parenting behavior, as functions of child BI and parent anxiety. 40 5- to 7-year-old children (Mage=6.05 years; SDage=.62; 19 girls) and their parents completed a modified Parent-Child Challenge Task (Lunkenheimer, 2009), during which the child wore a head- mounted eye-tracker. Parent body/face/referencing and task areas of interest were coded frame-by-frame via mobile eye-tracking. Parenting was coded for positive reinforcement, teaching, directives, and intrusion. Parents completed the Behavioral Inhibition Questionnaire (Bishop et al., 2003) and the Beck Anxiety Inventory (Beck et al., 1988). Using state space grids, we documented AMDs in parent- focused/controlling parenting states, which were comprised of cells where the child looked to the parent while the parent engaged in directives/intrusion. Notably, child BI was positively correlated with proportion of parent’s time spent teaching (r=.35, p=.03). There was a significant interaction between child BI and parent anxiety predicting parent-focused/controlling parenting attractor strength (b=2.13, t=2.33, p=.03). Dyads with children higher in BI and parents average or higher in anxiety spent more time in parent- focused/controlling parenting states.

Maternal Anxiety, Temperament and Brain Morphometry in Infancy Emma Margolis*, Courtney Filippi, Sanjana Ravi, Maya Bracy, Daniel Pine, Nathan Fox Maternal factors (e.g., maternal anxiety) and infant temperament (e.g., distress to novelty) shape children’s social-emotional development. However, we know relatively little about the impact these factors

* indicates presenting author have on infant brain development. This study investigates associations between maternal anxiety, distress to novelty (i.e., negative reactivity) and brain morphometry at 4-months. At 4-months, infants’ temperament was assessed by identifying distress in response to novel stimuli. Mothers completed the Beck Anxiety Inventory (BAI) to measure maternal anxiety. Within 2-weeks, high- resolution structural MRI data were acquired during infants’ natural sleep. MRI data were processed using the iBEAT (Dai et al, 2013) pipeline to obtain subcortical and cortical volume estimates. Regression analyses were conducted to investigate whether infant temperament moderated the relation between maternal anxiety and brain volume at a priori selected regions of interest, controlling for total intracranial volume. Results indicate that there was no significant interaction or main effect of temperament. However, there was a main effect of maternal anxiety in all ROIs tested. Greater maternal anxiety predicted larger hippocampus (β=.417,p<.036), amygdala (β=.429,p<.031), superior frontal gyrus (β=.410,p<.041), middle frontal gyrus (β=.411,p<.039), inferior frontal gyrus (β=.404,p<.039), dorsal anterior cingulate cortex (β=.416,p<.039) and posterior cingulate cortex (β=.407,p<.042). This study provides novel evidence that increased maternal anxiety is linked to differences in child-brain morphometry.

Prenatal Exposure and Infant Temperament: Predicting Regulation and Positive Affectivity/Surgency Jennifer Mattera*, Sara Waters, Christopher Connolly, Maria A. Gartstein There are demonstrated links between prenatal exposure to maternal stress and symptomatology (anxiety/depression in particular) and infant distress proneness. In this study, we chose to focus on manifestations of infant emerging regulatory capacity and positive affectivity/surgency, considering fine- grained attributes. In addition to maternal psychosocial stress and symptoms of anxiety and depression, we also considered a psychophysiological marker of maternal regulation – cardiac vagal tone, measured via resting respiratory sinus arrhythmia (RSA). All of the prenatal exposure data were obtained at about 36 weeks of gestation. Infant temperament was measured at 2 months of age via the Infant Behavior Questionnaire-Revised (IBQ-R; Gartstein & Rothbart, 2003), considering fine-grained scales related to regulation (Cuddliness/Affiliation, Duration of Orienting, Low Intensity Pleasure, Soothability, and Falling Reactivity/Recovery from Distress) and positive emotionality (Activity Level, Approach, High Intensity Pleasure, Perceptual Sensitivity, Smiling and Laughter, and Vocal Reactivity). Not all mothers providing prenatal data (n=43) responded to the infant outcome measure (n=23) or provided RSA data (n=33). Bivariate analyses revealed a number of maternal stress/anxiety indicators predicted Falling Reactivity – infant’s ability to lower own levels of distress. However, multiple regression analyses indicated that the frequency of maternal anxiety symptoms made the most significant contribution (Beta=-.90, p<.01). In predicting aspects of positive affectivity/surgency, a significant association emerged between maternal cardiac vagal tone and infant Vocal Reactivity (Beta=.48, p<.05). Thus, the frequency of prenatal anxiety symptoms appeared to dampen infants’ ability to recover from distress, and maternal physiological regulation during pregnancy contributed to more frequent non-distress vocalizations associated with positive affectivity/surgency.

The Long-Term Efficacy of INSIGHTS into Children's Temperament Sandee McClowry*, Rachel Lacks, Erin O’Connor, Meghan McCormick, Elise Cappella This presentation will report on the long-term efficacy of INSIGHTS into Children’s Temperament (INSIGHTS) on the academic outcomes of middle school children. The first analysis examined the achievement of children with shy or high maintenance temperaments who received the intervention in kindergarten and 1st grade. Participants in the study included 194 students who had attended 22 under-resourced, urban elementary schools that have been randomly assigned to INSIGHTS or an attention-control group. Multi-level model analyses showed that middle school students with shy or high maintenance temperaments who received INSIGHTS had higher levels of reading and math achievement compared to children with the same temperaments in the attention-control group. Additionally, shy students in middle school who received INSIGHTS had overall higher levels of reading achievement than did shy students in the attention-control group. A second analysis used administrative data of student records (N = 1634) to compare the special education services of the children who were in INSIGHTS to students who were not. An independent- samples t test showed that the children who had participated in INSIGHTS had received fewer special education services through 5th grade compared to the other students.

Links between Father-Child EEG Asymmetry, Temperament, and Behavior

* indicates presenting author Sarah Anne McCormick*, Mamatha Chary, Abigail F. Helm, Kirby Deater-Deckard Parent-child relationships are bidirectional (Belsky, 1984). Research has shown that mothers and children react to each other’s signals both behaviorally and physiologically, such that the behavior of one partner in the dyad predicts the EEG alpha asymmetry patterns of the other (Atzaba-Poria et al., 2017). However, it remains unknown if this association can also be observed with fathers and if patterns of EEG asymmetry and observed behavior are moderated by temperament. This study will examine how father and child resting frontal EEG asymmetry is associated with observer- rated positivity and negativity during a dyadic interaction, as well potential moderation by self- and parent- report temperament. Data were collected from a sample of fathers and their 3- to 5-year-old children (N = 23 dyads, Mchildage = 52 months, Mfatherage = 40.99 years). Resting state EEG was collected from fathers during two minutes each of eyes-open/eyes-closed and from children during two minutes of passively viewing a silent screen saver. Frontal EEG asymmetry values were computed by subtracting ln power at left frontal (F3) from ln power at right frontal (F4). Fathers completed the CBQ-VSF (Putnam & Rothbart, 2006) and the ATQ (Evans & Rothbart, 2007). Father-child dyads completed two 5-minute interaction tasks which were videotaped and coded (PARCHISY; Deater-Deckard et al., 1997). Data collection has been completed and analysis is underway. We expect to find that father EEG alpha asymmetry patterns predict observed child negativity and vice-versa. Additional aspects of temperament and associations with the home environment and executive function will also be discussed.

Moderating Role of Shy Temperament on Links Between Parent Behavior and Theory Of Mind Sarah Anne McCormick*, Mamatha Chary. Kirby Deater-Deckard The social environment of parenting is incredibly important for the development of theory of mind (ToM; Olson et al., 2011). Parent-child relationships are bidirectional (Belsky, 1984), and child-centered factors (e.g. temperament) can influence associations between parent behavior (e.g. positivity, control) and cognitive development (Rochette & Bernier, 2016). This moderating role of child temperament has not been examined on links between parent behavior and child ToM. Data were collected from a sample of fathers and their 3- to 5-year-old children (N = 88 dyads, Mchildage = 51 months). Children completed several cognitive tasks to assess ToM (Wellman & Liu, 2004). Fathers completed the CBQ-VSF (Putnam & Rothbart, 2006). Father-child dyads completed two 5-minute interaction tasks which were videotaped and coded (PARCHISY; Deater-Deckard et al., 1997). Child shy temperament moderated the association between observer-rated positivity during the interaction task and child ToM, controlling for child age (β = -.188, p = .034). Simple slopes analysis at the mean and 1 and 2 SD above and below the mean of the moderator child temperament revealed that the association between father positivity and child ToM was significant at the mean and levels below the mean of child shy temperament (mean: β = .349; -1 SD: β = .501; -2 SD: β = .653, ps < .01), but not at levels above the mean (+2 SD: β = .044; +1 SD: β = .197, ps = ns). Additional findings with other aspects of child temperament, executive function, and the home environment will be discussed.

Comprehensive Child Behavioral Assessment & Management: A Goal for Primary Care Professionals Sean C. McDevitt* Of many endeavors pursued by Bill Carey in his career, one has been of special personal and professional importance to him: getting primary care professionals to become aware of temperament, and to use it in practice. This presentation will describe the evolution of activities that Carey has chosen to make temperament a key piece of the process of caring for children and their families. In search of a comprehensive system for understanding temperament in practice, he has delineated a series of questionnaires, a system for assessment of temperament status, behavioral adjustment scales that differentiate content from style, algorithms for practitioners and a schedule of clinical interventions to improve goodness of fit. In addition he has trained multiple generations of temperament-aware pediatricians to perform these tasks and influenced the work of professionals in psychology, nursing, education and other clinical arts.

In Developmental Behavioral Pediatrics, How Do Temperament and ADHD Overlap? Patricia McGuire* In over 30 years of practice working with more than 3000 children and adolescents, the majority were brought in for concerns of ADHD. I had learned from Bill Carey that many children suspected of being ADHD actually were simply higher in certain temperament traits, with his focus being on Activity, Adaptability and Persistence.

* indicates presenting author I wanted to see how often this was the case and so, began tracking both the temperaments and the results of the Vanderbilt ADHD Checklist. which was developed using the DSM-IV (1994) criteria. This presentation will look at what I found and how I used the information to counsel my parents in terms of working with their children, whether they had ADHD or not.

Isolated Measures of Emotion State Predict Aggression and Prosociality: Moderation by N2 Sejal Mistry-Patel*, Rebecca Brooker, Jessica Dollar, Jeffrey Gagne Traditional models characterize both valence and intensity dimensions of emotion (Lang et al., 1993). Temperamental differences in intensity are often assumed to be specific to the emotion under study, though this is rarely tested directly. This is problematic because it confounds discrete emotional reactivity with trait-level reactivity in the prediction of childhood outcomes. Furthermore, it obscures the true nature of developmental pathways that might be modified through direct intervention, such as self-control training. We tested the effect of discrete emotions on preschoolers’ (N= 65) positive (prosocial) and negative (aggressive) behaviors while controlling for temperamental (trait-level) reactivity. We further tested whether moderation by self-regulation, measured at the neural level via N2 (ERP), occurred at the state or trait level. Discrete emotional reactivity was assessed by parent-reported temperament (Rothbart, Ahadi, Hershey, & Fisher, 2001), and self-control was quantified during a modified go/no-go task by amplitudes of the N2 which are enhanced when self-control is needed. The model uses six scales from the parent report measure (state reactivity) reflecting positive and negative emotion and a latent factor that reflects the common variance across scales (trait reactivity). When controlling for a latent reactivity, only anger was associated with aggressive behaviors (Beta = 0.330, p = 0.025) while anger (Beta = -0.406, p = 0.001) and low-intensity pleasure (Beta = 0.264, p = 0.018) predicted prosociality at age 3. However, the effect of anger was significant only at low levels of self-control. Results extend knowledge about state- and trait-level emotion on child outcomes.

Temperamental Surgency, Permissive Feeding Practices, and Young Children’s Eating Self- Regulation Kameron J. Moding*, Allison D. Hepworth, Cynthia A. Stifter This study examined longitudinal associations between temperamental surgency, observed and parent- rated permissive feeding practices (i.e., child control over food choices), and children’s eating self- regulation. At 4.5Y, children (n = 96) completed a variety of tasks and two experimenters rated their behavior using the Observed Child Temperament Scale. Surgency subscales (activity level, reaction to novel persons, frustration, reversed shyness/fearfulness, and positive affect) were standardized and averaged. Dyads participated in a snack selection task and child control over food choices was observed (range 0: mother-controlled to 4: child-controlled). Mothers completed the Comprehensive Feeding Practices Questionnaire to assess the degree to which they allow their child to control their food choices. At 5.5Y, children participated in the Eating in the Absence of Hunger (EAH) task where they ate a complete meal, rated their fullness, and then had free access to snack foods. Total energy intake (kcal) was calculated. Multiple regression analyses (F = 2.76, p = .02) revealed that greater surgency (B = 28.38, p = .04) and less child control (parent-rated; B = -31.37, p = .03) were associated with greater kcal consumption during EAH. A trend-level interaction emerged between surgency and child control (observed; B = 26.82, p = .08): surgent children with more control over food choices at 4.5Y consumed more kcal in the absence of hunger at 5.5Y (B = 28.41, p = .05). Variations in the association between child control over food choices and children’s eating self-regulation may depend on assessment method and child temperament.

Baby Preparation and Worry Scale (Baby-PAWS): Instrument Development and Psychometric Evaluation Alyssa A. Neumann*, Nora L. Erickson, Kara L. Brown, Maria A. Gartstein We describe the first instrument designed to address expectant mothers’ worries regarding transition to parenthood: the Baby Preparation and Worry Scale (Baby-PAWS). We evaluated an original self-report questionnaire measuring anticipatory distress during pregnancy, including practical concerns regarding one’s ability to care for an infant and secure childcare, as well as concerns for personal wellbeing and partner involvement. Analyses were conducted in three steps: (1) structural/psychometric evaluation; (2) concurrent associations; and (3) predictive relations. Relevant items were administered to a sample of healthy women during the third trimester of pregnancy (N=276). At two months postpartum, the majority met inclusion criteria and provided data regarding themselves and their infants (N=154). General anxiety, pregnancy-specific anxiety, and depression were examined prenatally. Internalizing symptoms were

* indicates presenting author measured again postpartum, along with infant temperament. Demographic and pregnancy-related information was also obtained. Results provided by factor analytic techniques indicated a three-factor structure, along with evidence of internal consistency for the overall scale and these three components. Three factors were labeled: Self and Partner Worry, Non-parental Childcare Worry, and Baby Caregiving Worry, based on component item content. Baby-PAWS scores demonstrated hypothesized concurrent associations, with higher overall and factor scores associated with greater anxiety and depression in the third trimester. Anticipated predictive links were also observed for the overall Baby-PAWS score for infant temperament (higher score predicting greater frustration and sadness, lower soothability), and the Self and Partner Worry factor (higher score predicting lower falling reactivity). With further evaluation, this instrument offers promising utility and application in perinatal clinical settings.

The Influence of Multimethod Child Inhibitory Control on Working Memory and Vocabulary: A Structural Equation Model Ogechi Katherina Nwadinobi*, Kaelyn Barker, Jeffrey R. Gagne The current study investigated the associations between inhibitory control (IC), working memory (WM) and vocabulary. IC is the ability to focus attention and control impulsivity (Diamond, 2013), WM is the ability to retain perceptually absent information in mind and manipulate it in some manner, and both provide support for one another (Diamond, 2013). Vocabulary may be related to the development of executive functions like IC and WM, as language improves children’s capacity to think, learn, and use goal-oriented rules (Zelazo, 2015). We studied IC, WM and vocabulary in a sample of 201 preschool children (Mage = 3.86). Global observations, parent-ratings, lab-based temperament and Stroop tasks were used to assess IC. We measured WM with a standard lab task and used a standardized non-verbal measure of vocabulary. All IC variables were associated with WM and vocabulary in bivariate correlational analyses. Next, we derived a structural equation model to illustrate the relationship between these constructs. The overall model chi-square test was not significant, and fit statistics were within recommended cut-off values, implying that our final model fit. After controlling for child age, gender and maternal depression, there were direct effects of parent-rated IC on vocabulary (B = 2.84, p = .04) and vocabulary on WM (B = .025, p = .002). Maternal depression negatively predicted child vocabulary (B = - 1.72, p = .03) and parent-rated IC (B = -0.29, p < .001). Contrary to our predictions, there was not a direct effect of observer-rated IC on either WM or vocabulary.

Links between Maternal Self-Ratings of Temperament and Maternal Ratings of Child Temperament Jennifer Phillips*, Martha Ann Bell The present research aimed to see how maternal personality characteristics affect the way in which mothers report on temperamental traits in their children. It was hypothesized that mothers would tend to rate their children on the Child Behavior Questionnaire (CBQ) similarly to how they rate themselves on the Adult Temperament Questionnaire (ATQ). Forty-nine mother-child dyads (18 boys, 31 girls) were seen when the child was 36-months of age (M = 38.89 months, SD = 1.36 months). The factors of the ATQ served as the maternal personality traits for the present study. We first assessed the relationships between the individual factors of the self-reported ATQ ratings of maternal personality and the individual factors of the mother-reported CBQ ratings of child temperament. Significant relationships were only found between maternal negative affectivity and child negative affectivity (r = 0.358, p = 0.012), maternal effortful control and child negative affectivity (r = -0.328, p = 0.021), and maternal orienting sensitivity and child surgency (r = 0.320, p = 0.025). We then assessed the data for child gender differences. Relationships were found for both boys and girls. In boys, maternal self-reports on orienting sensitivity were significantly related to child effortful control (r = 0.476, p = 0.046) and child surgency (r = 0.469, p = 0.049). In girls, maternal self-reports on effortful control were significantly related to child negative affectivity (r = -0.379, p = 0.036). These findings suggest that maternal personality may predict child temperament ratings, with child gender possibly moderating this relationship.

Parental Socialization of Child Inhibitory Control: A Twin Model Elizabeth Planalp*, H. Hill Goldsmith Parents play an integral role in helping their children develop emotional competence. We examined parents’ emotion socialization practices in relation to children’s emerging inhibitory and problem behaviors. Using a sample of twins (n = 517 families) from the Wisconsin Twin Panel, we assessed mothers’ and fathers’ emotion socialization practices with their 3-year-old children during a difficult teaching task. Children also completed two tasks with experimenters measuring inhibitory control at age 3. When twins were 7 years old (n = 312 individual children), a subsample of mothers completed a questionnaire assessing internalizing and externalizing behaviors and families returned to the lab to

* indicates presenting author complete one task measuring inhibitory control. Analyses used multilevel modeling to capitalize on nested family data and were conducted first considering twins as individuals and second using the Twin Difference Design to control for family sociocultural and parental factors. Parent emotion socialization related to inhibitory control at age 3, and toddler inhibitory control related to age 7 problem behaviors. When cotwins were compared, early inhibitory control predicted lower later externalizing problems within a twin pair. We identify specific parenting practices that relate to emerging inhibitory control in children and highlight both similarities and differences within a family.

The Neurobehavioral Structure of Fear, Sadness, and Anger in Infancy Elizabeth Planalp*, Douglas C. Dean, H. Hill Goldsmith Temperament is manifest as biologically based and relatively stable emotional dispositions beginning in early infancy (Goldsmith et al., 1987). Infants express negativity as a sign of distress to novelty or uncertainty, as with fear, or distress due to goal blockage, as with sadness and anger. Each of these emotions serves to motivate behavior and are expressive, communicative, and evolutionarily adaptive. Here, we examine mother-infant dyads from pregnancy through infancy to differentiate neurodevelopment of discrete negative emotional dispositions in infancy. The focal questions are: 1) how do fear, sadness, and anger relate in infancy, and 2) does the structural microstructure of white matter tracts at 1 month of age foreshadow the expression of each temperamental disposition later in infancy? Infants (n=149) underwent neuroimaging at 1 month of age, and mothers reported on aspects of infant temperament at 12 months using the Infant Behavior Questionnaire. As anticipated, results indicate stronger relations between fear and sadness (r=.25, p<.01) and sadness and anger (r=.54, p<.01) than fear and anger (r=.17, p<.05). Voxel-based analyses indicated that 1-month white matter microstructure were differentially associated with 12-month temperamental negativity, depending on emotion and region (i.e., fear, but not anger or sadness, was related to lower integrity in the superior longitudinal fasciculus, a tract which connects frontal and tempo-parietal regions). Results confer the neurobehavioral uniqueness of fear, sadness, and anger as early as 1 month of age, even though these temperamental dimensions are often not differentiated behaviorally until later in development.

Associations between Conduct Problems and Depressive Symptoms Comorbidity and Temperament Among School-Age Boys and Girls Martine Poirier*, Jean-Pascal Lemelin, Michèle Déry, Caroline E. Temcheff Despite the high prevalence and the negative consequences of conduct problems (CP) and depressive symptoms (DS) comorbidity, factors that could explain this comorbidity in children, such as temperament, are still poorly understood (Beauchaine & Chicchetti, 2016; McDougough-Caplan et al., 2018). Moreover, while previous findings support the relevance of considering sex differences when examining links between temperament and CP+DS comorbidity (Stringaris et al., 2010; Martín et al., 2017), the actual discrepancies observed in the literature preclude us from establishing clear conclusions on this question. This study compared four groups of children (CP+DS, DS only, CP only, control; total N=487; 48.4% girls; mean age=8.38) on mean levels of three temperament factors (Negative Affectivity, Surgency, Effortful Control) and their underlying dimensions, while examining child sex as a moderator. CP and DS were assessed by teachers using the ASEBA (Achenbach & Rescorla, 2001). Temperament was evaluated by parents using the Children’s Behavior Questionnaire/Short-Form (Putnam & Rothbart, 2006). Logistic binomial regressions results showed that boys with CP+DS presented a higher level of Negative Affectivity, but a lower level of fear than boys with DS only and control boys, and a higher level of activity than boys with DS only. Girls with CP+DS presented lower levels of fear than girls with DS alone, lower levels of approach and activity than girls with CP only, and higher levels of shyness than control girls. Taken together, our results identify child temperament as an important factor to consider in trying to better understanding CP+DS comorbidity in boys and girls.

Toddler Inhibited Temperament and Maternal Worry Socialization: Transactional Associations and Stability Across Time Natalee Price*, Elizabeth Kiel Bidirectional influences between inhibited temperament and parents’ emotion socialization of fear and worry (ESFW) may have consequences for both typical development and clinical anxiety risk. Our recent work (Kiel, Price, & Buss, under review) suggests that maternal characteristics and toddler inhibited temperament predict different aspects of maternal unsupportive ESFW. We presently extend this research by testing bidirectional effects between toddler inhibited temperament and maternal unsupportive ESFW. Participants were 133 mothers who participated with their toddlers (59.4% boys) as part of a larger study.

* indicates presenting author At child age 2 and 3, mothers completed (a) the Infant Toddler Social Emotional Assessment (Carter et al., 2003) to report on their perceptions of their child’s inhibition to novelty and (b) the Coping with Toddlers’ Negative Emotions Scale (Spinrad et al., 2004) to report on their distressed, punitive, and minimization ESFW. At both time-points, toddler inhibition was coded from laboratory episodes. Moderate stability existed in ESFW subscales (rs = .50-.71) and perceived (r = .63) and observed inhibited temperament (r = .45). Temperament measures showed moderate intercorrelations (Age 2 r = .32, Age 3 r = .36). Cross-lagged path models testing predictive associations above and beyond stability were estimated using FIML. Maternal distress responses predicted perceived inhibition, and observed inhibition predicted minimization of worry. Results support transactional models of emotion socialization but suggest that different sub-components of ESFW and measurements of inhibited temperament feed into one another. Next steps include extending models to a third time-point and testing mechanisms of transactional effects.

Temperament and Parental Reactions Interact to Predict Behavior Problems Samuel P. Putnam*, Ashley Ellis, Eric Desmarais, Mirana Majdandzic, Beatriz Linhares, Rosario Montirosso, Blanca Huitron, Soile Tuovinen, Kati Heinonen, Helena Slobodskaya, Elena Kozlova, Zhengyan Wang, Sara Casalin, Ibrahim H. Acar, Emine Ahmetoglu, Oana Benga, Roseriet Beijers, Maria A. Gartstein, Carmen Gonzalez-Salinas, Sae-Young Han, Felipe Lecannelier Both temperament and parental emotion socialization have frequently been linked to children’s adjustment (e.g., Hastings et al., 2014, Gartstein et al., 2012), and parenting has been shown to moderate links between temperament and developmental outcomes (see review by Bates et al., 2012). However, the suggestion that the implications of temperament for early behavior problems might differ according to parents’ typical ways of responding to temperament displays has not been explored, and studies of such parental reactions have been largely limited to responses to negative emotions, and only in Western samples. In the current study, primary caregivers (n = 865) from 14 cultures completed questionnaires regarding temperament (Early Childhood Behavior Questionnaire), parent behaviors (Parenting Responses to Temperament Displays) and behavior problems (Child Behavior Checklist). Multiple regression suggested that internalizing, externalizing and total problems were linked to high negative affectivity and low effortful control, with surgency linked to high externalizing and low internalizing. Maternal encouragement of negative emotions predicted low levels of all behavior problems, with internalizing also marginally associated with parents’ punishment of poor effortful control. A significant interaction indicated that internalizing and total problems were more strongly related to negative affect when mothers discouraged negative temperament displays. Although parental discouragement of negative emotions and punishment of poor regulation are presumably rooted in a motivation to diminish problematic behaviors, our results complement others that have found such parental reactions to promote maladjustment, and suggest that they do so by amplifying the effect of temperamental negativity.

Adolescent Effortful Control and Internalizing Problems: The Moderating Role of Parental Emotion Regulation Sarah Radtke*, Alexis Brieant, Jungmeen Kim-Spoon, Thomas Ollendick The influence of child temperament on the development of psychopathology has been well documented. More specifically, effortful control (EC) has been found to predict both internalizing and externalizing problems in youth. Emotion regulation (ER) also influences the development of psychological symptoms. Children learn ER skills primarily through parental modeling and emotion socialization. The present study explored whether primary caregivers’ use of ER strategies moderated the association between adolescent EC and internalizing symptoms. Data were gathered from 116 adolescents (71% female; ages 12-17, 84.5% Caucasian): 50% participated in an NIMH-funded research study for youth with Social Anxiety Disorder and 50% were part of a community sample participating in a longitudinal study across adolescence. Primary caregivers (predominantly mothers) completed the Emotion Regulation Questionnaire about their own ER strategies. Adolescents completed the Early Adolescent Temperament Questionnaire Revised and the ASEBA Youth Self Report. Moderation analyses were conducted using hierarchical multiple regression. Child EC significantly predicted self-reported internalizing symptoms. Parental ER significantly moderated the relationship. At average and low levels of EC, poor parental ER significantly predicted adolescent internalizing symptoms. When subscales of the EC factor were explored similar results were found for the inhibitory and attention control scales but not for activation control.

* indicates presenting author Results confirm previous findings that low levels of youth EC are associated with internalizing problems. However, the findings extend previous literature by demonstrating that parental ER may serve as a protective factor for those youth who are at risk of developing internalizing symptoms because of their temperament characteristics.

Maltreatment, Temperament and Behavior Problems in Early Adolescence Geneviève Ranger, Jean-Pascal Lemelin*, Tristan Milot, Geneviève Paquette, Michèle Déry Adolescents who have been maltreated are at greater risk of developing both internalizing and externalizing behavior problems (e.g., Gardnet et al., 2019; VanZomeren-Dohm et al., 2016). However, not all maltreated adolescents show high levels of problems (Yoon, 2018), suggesting that some variables might moderate these relations. The aim of this study was to examine temperament as a potential moderator in the association between antecedents of maltreatment and externalizing/internalizing problems in early adolescence. The sample was composed of 744 adolescents from a longitudinal study on the trajectories of behavior problems. Antecedents of maltreatment were self-reported at T1 (mean age = 14.5) using the Childhood Trauma Questionnaire (Bernstein & Fink, 1997). Temperament was also assessed at T1, by the parent most knowledgeable about the child, using the Children’s Behavior Questionnaire Short-Form (Putnam et al., 2006). Behavior problems were assessed one year later using the Teacher-Report Form from the Achenbach System of Empirically Based Assessment (Achenbach & Rescorla, 2001). Presence of earlier maltreatment was significantly related to several temperament dimensions and to both types of problems. Temperament was also associated to internalizing and externalizing problems. While temperament was not found to moderate the associations between antecedents of maltreatment and behavior problems, both variables independently and significantly contributed to the prediction of both types of problems, while controlling for several sociodemographic variables. Results from this study suggest that traumatic experiences such as maltreatment are related to temperament and that temperament contributes to the development of behavior problems over and above the effects of maltreatment.

Temperament in the Schools: The Legacy and Impact of Barbara Keogh Cindy Ratekin* This discussion will overview Barbara Keogh's work in child temperament within the school environment. As a faculty member at UCLA's Graduate School of Education and a long-time researcher in the area of high-risk children, Dr. Keogh was particularly interested in the area of individual differences within children and the manner in which they interacted within the educational and home environments. Her perspective of temperament, rooted in the Thomas and Chess approach, reflected a strong influence by William Carey and his colleagues as they explored their shared commitment to the critical role of temperament-environment interactions. Barbara Keogh's work encompassed longitudinal research within the school setting, a focus on measurement issues, and application of findings to both the school and home settings. Her focus on issues of temperament within the population of children with special needs provided a unique contribution to the field; her numerous publications reflect this range of settings as well as her commitment to a team approach. Most notably, her seminal work in the area of teachability has provided a foundation and important trajectory for continued research. Dr. Keogh developed life-long personal and professional relationships with colleagues in the field, including an enduring partnership with William Carey. Their similar viewpoints provided a foundation for her work. Dr. Carey has long been a vocal advocate for continued research in her areas of interest. A summary of recent work in these areas will be included, focused on the construct of teachability and differential expression of temperament dependent on setting/raters.

Looking Patterns Differ as a Function of Temperament Esther E. Reynolds*, Shannon Ross-Sheehy Visual learning is an important component of early cognitive development and may be related to infant temperament. However, it is unclear if this relationship reflects general physiological differences associated with temperamental style, or if temperament interacts with the content of the stimulus, biasing attention. To address this, infants’ temperament and infant visual scanning behaviors of social and non- social scenes were assessed. If the physiological aspects of temperament produce qualitatively different patterns of looking, this may manifest regardless of content. However, if temperament biases attention toward or away from social stimuli, we might expect distinct fixation patterns that vary by social content. 8-month-old infants were tested in a visual scanning task (N=54). Infants were shown 6 images that

* indicates presenting author varied in complexity (3, 6, or 9 items) and social content (social or nonsocial). Gaze was assessed continuously using a Tobii TX300 eyetracker. Parents completed the IBQ-R, and responses were used to calculate scores for Surgency, Orienting and Reactivity, and Negative Affectivity (NA). Results suggest both total fixation duration (TFD) and number of fixations are related to temperament. Specifically, infants High in NA had longer TFDs for the non-social stimuli, and shorter TFDs to the social stimuli than infants Low in NA, F(1,57)=6.48, p=.014. High Surgency infants had significantly more fixations regardless of complexity or content, F(1,52)=9.07, p=.004. Taken together, results support both a biased attention, and physiological reactivity account of temperament. Specifically, High NA may influence looking by biasing attention away from social stimuli, whereas High Surgency may influence looking by increasing fixation counts.

Child Fearful Temperament and Later Negative Emotional Outcomes: The Role of Paternal Parenting Behavior and Characteristics Sydney M. Risley*, Lauren B. Jones, Rani Phelps, Elizabeth Kiel When in the presence of maladaptive parenting behaviors, children with fearful temperament (FT) are at increased risk for the development of negative emotional outcomes (Rubin et al., 1997). However, the parenting literature focuses predominately on mothers. The consequences of fathers’ characteristics and parenting for their fearful children have been understudied but are equally important in understanding child emotional outcomes. One-hundred thirty-three children were observed in the laboratory at age 1 to assess temperament using established procedures (Lab-TAB; Goldsmith & Rothbart, 1996). When the child was 2-and 3-years-old, fathers reported their stress levels via the Depression, Anxiety, and Stress Scale (Lovibond & Lovibond, 1995) and their levels of encouragement of independence via the Child Rearing Practices Report (Block, 1965). Children returned to the laboratory at age 4, and distress and embarrassment were behaviorally coded from standardized procedures. Moderation analyses revealed a significant interaction between FT and paternal stress on age 5 child distress (b = 2.05, p = .02). At higher levels of paternal stress, FT predicted child distress. Additionally, there was a significant interaction between FT and paternal encouragement of independence on age 5 child embarrassment (b = 3.15, p = .02). At high levels of encouragement of independence, FT predicted lower child embarrassment. The results point to the importance of “goodness-of-fit” between child temperament and paternal parenting (Thomas & Chess, 1977). Paternal characteristics likely play an integral role in emotional development for children with FT. Interventions may focus on decreasing paternal stress and increasing paternal encouragement of independence.

Effects of Infant Temperament on Experimenter Fidelity Wallace E. Dixon, Jr., Lauren Driggers*, Chelsea L. Robertson In cognitive development research it is common for researchers to directly engage children one-on-one when administering experimental tasks and stimuli. It is assumed that experimenters will be nondiscriminatory in their performance, and rarely if ever do experimenters investigate whether their performance fidelity varied as a function child characteristics. The present study explored experimenters’ looking behavior in a gaze-following task as a function of infant temperament. Two experienced women experimenters ran 65 infants through a six-trial gaze-following procedure in which infants (M = 15.38 months, SD = 1.99) were distracted on the latter three trials by a peripheral Elmo video playing in the background. Although experimenters were trained to look at target objects for eight seconds per trial and were blind to infants’ temperamental status, both experimenters looked significantly longer when infants were rated by mothers as high in effortful control and/or surgency during the control condition. However, experimenter looking time was not correlated with child temperament during the distraction condition. In addition, temperamental surgency was significantly associated with the likelihood of experimenter errors such that experimenter errors in task administration were significantly more likely to occur with infants high in surgency. These results raise the possibility that even experienced experimenters are susceptible to infant-driven influences. These results also raise the possibility that infants effectively experience different experimental conditions as a function of their temperamental profiles, perhaps creating differential opportunities for performance on tasks of cognitive function. Future research may consider employing temperament measures as a check on experimenter fidelity.

Impacts of Infant Temperament on the Developing Parent-Child Bond During the First Year of Infancy Sarah Mae Sanborn*, Anne Stuart Burger, Madeline Huffman, Hallie Lemalefant, Sophie Caruso, Ansley Davis, Erin Doege, Jennifer Bisson

* indicates presenting author Our study focuses on the infants’ contributions to the developing parent-child relationship, and highlights the relationship of infant temperament on parental stress. Parents of infants 12-months or younger (n = 236; 209 mothers; 27 fathers; 16 mother-father dyads) completed an online survey on parent attachment. A series of correlations in our larger unpaired sample showed that maternal attachment was positively correlated with ratings of infant surgency, r(207) = .20, p = .004, and effortful control, r(207) = .35 , p < .001, but not correlated with negative affect, p > .05. Moreover, parental stress in mothers was positively correlated with negative affect, r(200) = .27 , p < .001, and negatively correlated with surgency, r(200) = - .22 , p = .002, and effortful control, r(200) = -.29 , p < .001. Three structural equation models were created to examine whether maternal stress mediated the relationship between infant temperament (i.e., surgency, negative affect, and effortful control) and maternal attachment. When accounting for parent stress, there was no relationship between surgency and maternal attachment, but the relationship between effortful control and attachment was still present, but relatively weak. Most notably, the relationship between negative affect and maternal attachment was suppressed by parent stress, showing that a relationship between negative affect and maternal attachment is indeed present, but only when accounting for parental stress. Results suggest that it is not crying alone that negatively impacts the mother-child bond, but rather how stressed the mothers are feeling during those infant cry bouts. Future analyses will examine the contributions to parent stress (e.g., breastfeeding difficulties, employment, co- parenting, etc.) and follow-up studies are planned to examine changes in attachment over time.

Using Critical Race Theory to Understand Rural, Kindergarten Teacher Perceptions of Non-White and White Student Temperament in the INSIGHTS Intervention Martinique Sealy*, Emily Camp, Trisha Vickery, Kathleen Moritz Rudasill Critical race theory in education posits that non-White students may face invisibility, hypervisibility, social exclusion, and ethnocentricity, which may negatively impact perceptions of their temperament, socio- emotional development, behavior, and academic achievement (DeCuir & Dixson, 2004). However, research regarding non-White student experiences in rural Midwestern United States is limited. INSIGHTS, an intervention to promote positive social-emotional development from a temperament framework, is being tested for efficacy in rural Nebraskan kindergarten schools.We utilized case study methodology to qualitatively investigate the diverse experiences of non-White students (N=5) in the first cohort of INSIGHTS from the lens of critical race theory. We aim to understand teacher perceptions of minority student temperament, socio-emotional development, and academic achievement. Participants included minority (N=5) and non-minority students (N=5) in the same class (N=5) matched by gender, free and reduced price lunch status, and maternal education to eliminate confounding perceptual bias. Teachers’ perceptions of temperament, relationship, child behavior, and academic competency were compared for student pairs. Classroom observations of teacher and student behavior described any discrepancies. Preliminary results revealed teachers, overall, perceive higher conflict and more behavior problems with students they determined to have temperaments with higher negative reactivity and lower task persistence, regardless of race. However, some results were mixed as observational data did not always support perceptions of behavior and activity. Qualitative investigations from a critical race theory lens further described dynamics between student-teacher dyads and highlighted how differential non- White cultural stereotypes may interact with classroom experiences.

Heart Rate Arousal and Regulation in Autism Spectrum Disorder Angela Scarpa* Arousal and its regulation are key components of emotion, temperament, and flexible responding needed for healthy adjustment. This paper presents a Biosocial Vulnerability Model suggesting that maladjustment arises when psychological mechanisms are disrupted by changes in nervous system functioning that lead to dis-coordinated physiological regulatory systems, potentially leading to hyper- or hypo- arousal and arousal dysregulation. The model posits bidirectional relationships with social context at any level, ultimately derailing affective, cognitive, and interpersonal processes that can increase psychopathology. Applications are made to Autism Spectrum Disorder (ASD) specifically with respect to our research showing heightened heart rate arousal and its dysregulation related to social and behavioral difficulties in childhood ASD or in children with ASD features. This work provides an example of how differences in arousal and its dysregulation can impact child adjustment linked with ASD.

Test of Effortful Control as a Moderator of the Relation between RSA & Negative Affect Lisa Shimomaeda*, Lilana Lengua Research examining associations between negative affect (NA) and respiratory sinus arrythmia (RSA) has offered mixed results. One possible explanation for inconsistent findings may be the presence of a

* indicates presenting author moderator, and one possibility is that effortful control moderates the association of RSA with negative affect. Another possible explanation is that there may be an understudied quadratic effect of RSA. We hypothesize that 1) at low levels of effortful control there will be a quadratic relation between NA (fear and frustration) and baseline RSA, but at high levels there will be no relation; and 2) these patterns of relations will be the same for RSA reactivity (RSA task – RSA baseline). The present study utilized a sample of 306 children whose data were analyzed at Time 1 (Mage = 3.05, SDage = 0.07) and 2 years later when they were 5 years old. Behavioral observations of fear and frustration in emotion-eliciting tasks and neuropsychological and behavioral tasks were used to assess negative affect and effortful control, respectively. RSA baseline was obtained while reading to the children; RSA reactivity was assessed during the emotion eliciting tasks for fear and frustration. There were significant, quadratic interactive effects when examining baseline RSA as a predictor of observed fear at both 3 years and 5 years old. Results did not support curvilinear or interactive effects in the prediction of frustration. The results suggest the association of RSA with children’s negative affect is complicated and might depend on the specific emotion and the age of the child.

Why Parents Use Screen Media with Their Young Children? The Role of Child Temperament and Parenting Stress in Early Screen Time Eunkyung Shin*, Koeun Choi, Cynthia L. Smith Although American Academy of Pediatrics (AAP) has recommended no TV or entertainment screen media for children under two years of age (AAP, 2016), infants and toddlers spend a considerable amount of their waking hours looking at screens. To address the discrepancy between the guideline and real-world practice, it is crucial to understand why parents allow their young children to use screen media. Considering prior research indicating that parenting behavior interacts with child factors (Sanson & Rothbart, 1995), child characteristics should be considered when it comes to media-related parenting. Indeed, emerging works have revealed that child temperament is related to child screen indicating that more difficult children consume more media (Nabi & Kracmar, 2016; Radesky et al., 2013). Although the mechanisms linking child temperament and media use remain unclear, one such possible mechanism involves parenting stress. Given that child temperament is related to parenting stress (Williford, Calkins, & Keane, 2007), it is expected that child temperament is a source of parental stress, which in turn leads to parental decision-making on child media use. Therefore, this study will examine whether parent stress mediates the link between child temperament and screen time. We will also explore how the effects of parenting stress on media exposure would vary depending on parental factors such as parental media beliefs, motivations, personality, and emotion regulation. Three hundred mothers who have children between 18-36 months will be recruited and complete an online survey through Qualtrics. We will use regressions and mediation-moderation analysis and present the results at the conference.

The Role of Children’s Self-Regulation in the Relations of Family-Level Characteristics to Young Children’s Language Skills Tracy L. Spinrad*, Bridget M. Lecheile, Xiaoye Xu, Jamie Theresa Lopez, Nancy Eisenberg Children’s self-regulation, specifically effortful control, has been examined as both a direct predictor and a potential mediator of the relations between family-level characteristics and children’s developmental outcomes. The goal of this study was to investigate the longitudinal relations from family socioeconomic status (SES), household chaos, and children’s effortful control (EC) to children’s language skills during early childhood. We expected that children living in more chaotic homes, and those with lower family SES, would exhibit deficits in both their language and EC during early childhood. Further, we expected EC to mediate the relations between family-risk factors and language skills. At 30 months (T1), mothers reported family SES and children’s vocabulary, and their own linguistic input was assessed during a free- play session with their child. At 30, 42, and 54 months (T1, T2, and T3), household chaos was reported by mothers, and children’s EC was rated by mothers and caregivers and observed during a gift delay task. At T3, children’s expressive and receptive language were measured with a standard assessment. Path analyses indicated that higher SES predicted higher EC at T2 and language skills at T3, and greater levels of household chaos at T2 predicted poorer EC and language skills a year later, even when controlling for stability of the constructs. Results indicated that T2 EC partially mediated the relations between SES and T3 language skills. Findings from this study can be used to identify key factors for early learning and perhaps inform programs designed to support families and young children.

Examining the Factor Structure and Predictive Utility of the IBQ-R in Infants at High Risk for Developing Autism Sooyeon Sung*, Angela Fenoglio, Jed Elison

* indicates presenting author A growing body of evidence suggests that the behaviors associated with a later diagnosis of autism manifest around 12 months of age and may include atypical temperamental profiles. In this prospective longitudinal study of 602 infants at high- (HR) and low-risk (LR) for developing autism, we first investigated the factor structure invariance of the Infant Behavior Questionnaire - Revised between groups at 6 and 12 months of age. Next, we characterized differences in temperamental profiles by risk and diagnostic status. Finally, we investigated the extent to which these early temperament factors predicted 24-month developmental outcome variable derived from measures of cognitive and adaptive functioning using a structural equation modeling (SEM). An confirmatory factor analysis (CFA) provided support for metric invariance, equivalence in factor loadings, across the groups and both time points. Comparisons of factor scores derived from CFA revealed that the HR-ASD group showed lower Positive Affect than both the HR-Neg and LR groups at both time points. Lastly, an SEM analysis indicated that higher scores on Duration of Orienting at 12-months predicted lower scores on the developmental outcome at 24-months for the HR group. This study suggests that the IBQ-R factor scores are comparable between the HR and LR groups given the measurement invariance and the two groups have different patterns of associations between temperament factors and developmental outcome. This study also provides evidence that parent-report, as early as 6 months of age, can differentiate high-risk infants who subsequently meet diagnostic criteria for autism at the group level.

Culture, Temperament, and Personality Charles M. Super*, Sara Harkness, Blanca Huitrón, Jong-Hay Rha, and Ughetta Moscardino Temperament refers to biologically based behavioral dispositions, and personality, in turn, is built through interactions of temperament and environment. The developmental environment, however, is structured by culture. Therefore, the consequences of temperament – personality -- should vary across cultures. The present study examines this hypothesis with adults in four cultural samples (Italy, Korea, Spain, and the U.S.). Parents in the International Baby Study (n=237) completed the Adult Temperament Questionnaire (Evans & Rothbart, 2007); factor scores were constructed for Extraversion/Surgency (ES), Negative- Affectivity (NA), Effortful-Control (EC), and Orienting-Sensitivity (OS), and intercorrelated separately by sample. Significant differences in cross-factor correlations were found. For example, ES and NA are correlated (negatively) only in Italy (-.34). ES and OR are correlated (positively) only in Korea (.56) and Spain (.54). NA and EC are correlated negatively in Italy (-36) and the U.S. (-.40). In addition, mothers and fathers differed in the correlations in a few instances: In Spain, EC and ES are correlated only for fathers (-.47), not mothers, whereas EC and NA are correlated only for mothers (-.43), not fathers. The U.S. and Italian correlations point to a cultural emphasis on management of negative emotions in both genders, and the Italian results further suggest a partial fusion of extraversion and cheerfulness not found elsewhere. The Korean and Spanish pictures hint at a particular blending of Extraversion and Orienting- Sensitivity. These findings expand the observation that culture differentially entwines variations in temperament to yield distinctive adult patterns, and suggest new avenues for research on personality development.

Exploring Differences, Change, and the Predictive Role in Emotion Regulation in ASD and TD at Kindergarten Entry and Exit Deanna Swain*, So Hyun “Sophy” Kim Children with ASD consistently show impairment in emotion regulation (ER), the ability to monitor and modify emotional experiences (Gross, 2013), one of the core components of temperament. Findings link poor ER to heightened behavioral, social, and academic difficulties; however, few studies explored longitudinal changes of ER in young children ASD compared to TD. Parents of sixty-eight children (30 ASD) completed questionnaires at kindergarten entry and exit for the following variables/measures: emotion regulation (Emotion Regulation Index (ERI) and two associated subscales (Shift and Emotional Control (EC)) from BRIEF-2) and peer play (Disruption, Interaction and Disconnect subdomains from PIPPS)). At T1, after controlling for age, gender, and NVIQ, children with ASD showed significantly more impairments in ERI (F=16.07,p<.001), EC (F=11.45,p=.001), and Shift (F=30.84,p<.001). Controlling for age, gender, NVIQ and ASD symptom severity (ADOS) in an ASD only sample, results from the GLMM showed no significant changes in ER scores over the year of kindergarten. For ERI and EC, higher NVIQ predicted better ER abilities at both timepoints (F=4.12,p=.048, and F=5.53,p=.023 respectively). Higher ASD symptomology predicted increased ER impairment for ERI and Shift (F=2.82,p=.026, and F=2.49,p=.044 respectively). Controlling for variables above, greater difficulty modulating emotions led to more behaviors that interfered with play interactions at T1 (β=.68,p=.009). We will also discuss the associations among cognitive control, behavioral regulation, and academic and social outcomes. Given

* indicates presenting author the predictive nature of ER on social and emotional outcomes, providing interventions that target ER to young children with ASD appears imperative and may demonstrate significant cascading effects.

Teachers’ Effortful Control and Second-Graders’ School Engagement: The Mediating Roles of Teachers’ Emotion-Related Socialization and Students’ Effortful Control Jodi Swanson*, Carlos Valiente, Longfeng Li School engagement, feeling connected (emotional engagement) and actively participating in school (behavioral engagement), is important for achievement (Ladd et al., 2000). Social-emotionally skilled teachers orchestrate learning environments students enjoy and invest in (Jennings & Greenberg, 2009), yet teachers’ dispositional characteristics in classroom processes are understudied. Teachers’ effortful control (EC) may affect their reactions during students’ heightened-emotion states and their modeling of emotion-related regulation (Swanson et al., 2016), with implications for students’ engagement. Accounting for first-grade (G1) engagement, students’ sex and socio-economic status, and teachers’ years teaching, we examined whether second-grade (G2) teachers’ EC was associated with students’ emotional and behavioral engagement, and whether teachers’ reactions to students’ negative emotional displays or students’ EC mediated associations. Participants were 291 second-graders, their parents, and their 116 teachers. G2 teachers reported their EC (Adult Temperament Questionnaire: Derryberry & Rothbart, 1988) and reactions during typical situations evoking children’s negative affect (Coping with Children’s Negative Emotions Scale: Fabes et al., 2002). Parents rated students’ EC (Children’s Behavior Questionnaire: Rothbart et al., 2001) and G1/G2 emotional engagement (School Liking and Avoidance Questionnaire: Ladd & Price, 1987). G1/G2 teachers rated students’ G1/G2 behavioral engagement (Teacher Rating Scale of School Adjustment: Birch & Ladd, 1997). Mplus-8 models (TYPE=TWOLEVEL COMPLEX: G2 classroom/school=cluster variables; Muthén & Muthén, 1998-2017) showed that G2 teachers’ EC was directly associated with students’ emotional and behavioral engagement and was indirectly associated with these via teachers’ reactions (behavioral engagement only) and via students’ EC. Findings expand work on teachers’ roles as primary socializers of social-emotional competence.

Is Mode of Birth Associated with Child Behavior and Development? Lea Takács, Lilian Peters, Samuel P. Putnam*, Hannah Dahlen, Charlene Thornton, František Bartoš, Catherine Monk Introduction: In recent decades, rates of cesarean section (CS) have risen dramatically around the world. CS is often a live-saving intervention, but may result in adverse effects on maternal and child health. Although CS may impact child development due to modified HPA axis programming, changes in gut microbiota or altered maternal behaviors, few studies have investigated this possibility. Methods: Data on 256 children of the Czech Republic who were born at term without serious perinatal pathologies were analyzed. When the children were 4 years of age, mothers completed measures of child development (Ages and Stages Questionnaire) and child behavior (Strength and Difficulties Questionnaire, Child Behavior Questionnaire). With multiple linear regression analyses associations were calculated between mode of birth (i.e., vaginal birth vs CS) and subscales of those measures. The analyses controlled for potential covariates (i.e., parity, gestational age, induction/augmentation of labor, and maternal depressive symptoms). Results: Of the children included in the study, 75% were born vaginally whereas 25% were born by CS. Children who were born vaginally did not differ from those born by CS in terms of developmental and behavioral outcomes, except for the ASQ subscale problem solving, which was higher in CS children. When analyses were stratified by child's sex, the positive association disappeared in both boys and girls. Regarding potential covariates, maternal depressive symptoms were associated with several developmental and behavioral outcomes in children. Conclusions: CS was not associated with negative developmental and behavioral outcomes, except for the developmental outcome problem solving.

Relations of Child Inhibitory Control to Withdrawal in High and Low Risk Situations Lin Tan*, Cynthia L. Smith Inhibitory control (IC) can relate differently to children’s approach and withdrawal depending on level of risk children feel. We examined children’s temperamental fear, approach, and withdrawal behaviors in non-threatening novel compared to fear-eliciting situations and if approach and withdrawal observed in these two contexts would be generalized to broader contexts as reported by mothers. IC was expected to be related to approach and withdrawal depending on the levels of fear in both situations, but observed

* indicates presenting author approach and withdrawal were predicted to be associated with maternal-rated social withdrawal only in the low risk context. Children’s fear, approach, and withdrawal (n=140) were observed during high (spider) and low (puppet) risk tasks. Mothers reported IC and social withdrawal. We tested moderated mediation models separately for the two tasks. Higher IC was indirectly associated with lower maternal-rated withdrawal via observed withdrawal in the puppet task, when fear was low, indirect effect=-.09, 95%CI[-.191,-.004]. No significant moderated mediation was found in the spider task. However, higher IC was related to lower approach in the spider task when child fear was low, β=-.17, 95%CI[-.330,-.002]. Findings indicate that, in low risk situations, children may utilize IC to decrease withdrawal behaviors when they are not fearful. In high risk situations, children may use IC to decrease approach behaviors when they are not fearful, which can protect children from danger, but approach and withdrawal behaviors in these situations cannot be generalized to daily social interactions. High levels of fear experienced by children, in both situations, may interfere with children’s IC.

Adapting to Routine and Novel Contexts: Reactive and Regulatory Processes Hedwig Teglasi*, Helena Shoplik Individual differences in adaptability, defined as ease of responding to changes observed by parents, fit the definition of temperament as an early appearing dispositional tendency (Thomas & Chess, 1977). However, factor analytic studies showing that adaptability items do not load together as a discrete component but disperse across multiple factors (e.g., McClowry, Hegvik, & Teglasi, 1993) have led to a decline in research on adaptability in connection with temperament. Yet, its salience to parents and clinicians warrants reconsideration of adaptability as a superordinate construct that encompasses sets of dispositional traits. But these traits may come into play selectively (in concert with learned competencies) depending on the functional requirements of the context for reactive and self-regulatory processes. For the symposium, we will present (hypothesized) path analytic models to highlight contributors to adaptability of reactive and regulatory temperament traits (and their interactions) in routine and novel situations faced by pre-schoolers when controlling for the overlaps between these contexts. Parents of pre-schoolers (N=92) completed Child Behaviour Questionnaires (CBQ; Rothbart, et al., 2001) and the Structured Temperament Interview (STI; Teglasi, unpublished) and reported how well their child adapted in novel and routine contexts. Additionally, children completed tests of emotion understanding. Initial analyses (separately for CBQ and STI) supported different sets of unique predictors (including interactions) of adaptability to novel and routine contexts that increase our understanding of the interplay between reactive and self-regulative processes. For example with the STI, Sensitivity was uniquely predictive in routine situations, but direction of effects varied with Self-Regulation.

Studying Temperament in Low-Income Countries: Challenges and Opportunities Carlos Valiente*, Longfeng Li, Ariana Ruof, Wen Wang A key goal of temperament theorists is to understand the experiences and development of all children. Unfortunately, a review of the literature reveals that although a great deal is known about the development of temperament and its relation to measures of adjustment for children from high-income countries (HICs), very little is known about these issues for children in low-income countries (LICs). This is a problem for a variety of reasons, especially given many questions about whether results from HICs can generalize to LICs. Over generalizing is problematic given the many cultural and socio-economic differences between HICs and LICs. In addition, concerns about generalizability are not preventing the use of programs in LICs based on data collected in very different societies, despite reasons to expect some differences. The goal of this presentation is to encourage an expansion of work in LICs by, (a) illustrating recent successful measurement approaches, (b) reviewing recent relevant findings from several LICs, and (c) identifying areas in need of additional inquiry. In addition, Valiente will share experiences from living in Addis Ababa, Ethiopia while advancing the educational goals of a non- governmental organization that worked to support families living in extreme material poverty. He will also share experiences of conducting research in Ethiopia on the relations of children’s temperament, adjustment, school engagement, and academic achievement.

Mu Suppression during Task Instructions Mediates the Relation between Anger Reactivity and Inhibitory Control in Preschoolers Margaret Whedon*, Margaret Swingler, Martha Ann Bell Young children may learn to inhibit inappropriate behaviors by complying with adults’ requests (Vygotsky & Luria, 1994). Examining children’s brain electrical activity during laboratory task instructions may thus provide a window into the developmental mechanisms of inhibitory control (IC). In the developmental

* indicates presenting author EEG literature, suppression of the central mu rhythm is associated with ‘self-other mapping’ processes (e.g., imitation) that may support young children’s ability to transpose verbal instructions onto their own actions. Young children prone to anger tend to have low IC in preschool (Gagne & Goldsmith, 2011), and this relation may be partially explained by inefficient neural processing during adult-child interactions. In this study (N=145), 4-year-olds were instructed to tap a set of pegs in non-canonical order across a series of trials; EEG was recorded at baseline and during task instructions. Event-related changes in EEG alpha (and theta for comparison) power were computed at 16 scalp sites. Children’s IC was observed and reported on by experimenters. Anger Reactivity was reported on by mothers at age 3 with the Children’s Behavior Questionnaire. On average, EEG alpha power values (central, parietal) decreased from baseline to task instructions. As expected, mu suppression was positively associated with IC and mediated the relation between temperamental Anger and IC. Findings are consistent with a biopsychosocial perspective on self-regulation and further implicate the central mu rhythm in IC development. Additionally, one potential reason for why temperamentally negative children tend to have low IC is because they have difficulty internalizing adults’ commands.

Private Speech and the Development of Emotion Regulation in Early Childhood Margaret Whedon*, Nicole Perry, Susan Calkins, Erica Curtis, Martha Ann Bell The way children use speech to resolve conflict in their daily lives may play an important role in the development of self-regulation (Vygotsky & Luria, 1994). Although children’s private (i.e., self-directed) speech (PS) has been the focus of much empirical research, very few studies have been longitudinal or focused on preschool, a period of rapid advances in inhibitory control (IC). Through an influence on IC in preschool, characteristics of young children’s PS during problem-solving may contribute to individual differences in their emotion dysregulation (ED) in elementary school, especially among temperamentally negative children. In this study (N=162), children’s PS was observed from a challenging puzzle task at age 3 and the amount and maturity of their PS were examined as predictors of their IC at age 4 and ED at age 6. Based on theory and previous research, we also examined whether the direct and indirect associations between these variables were moderated by children’s temperament. Results indicated that the maturity of children’s PS (i.e., proportion that is task-relevant) at age 3 was significantly positively associated with their IC at age 4, and in turn, IC was significantly negatively associated with ED. However, these direct effects, and the indirect effect from PS maturity to ED through IC, were only significant among children who were easily frustrated as infants ([-12.09, -.83]). Findings suggest that the constructive use of language in challenging contexts may support the development of emotion regulation among temperamentally negative children through an influence on their executive functioning in preschool.

Mind Wandering and Executive Dysfunction Predict Children’s Performance in the Metronome Response Task McLennon Wilson*, Linda Sosa-Hernandez, Heather Henderson Mind wandering is a ubiquitous experience in adulthood and has received significant scholarly attention in recent years. Relatively few studies, however, have examined the phenomenon in children. Building on recent work, the current study examined the frequency and validity of children’s reports of mind wandering in a undemanding, minimalistic task context previously unused in past child research: the Metronome Response Task (MRT; Seli, Cheyne, & Smilek, 2013). Further, the current study examined how individual differences in executive dysfunction related to children’s reports of mind wandering and behavioral performance in the MRT. A total of 81 children between the ages of 7 and 9 completed the MRT, the demands of which simply involved pressing a key on a computer keyboard in concert with the unwavering tones of a metronome. Sporadic experience-sampling probes gauged whether children were on-task or mind wandering. Parents also completed a self-report of their children’s executive dysfunction across several domains. Results from a series of multilevel models indicated that children reported being on-task more frequently then mind wandering, and children were more variable and less synchronous in their keypresses preceding reports of mind wandering than reports of being on task. Additionally, parent- reported difficulties with behavioral regulation predicted higher rates of mind wandering, while both behavioral dysregulation and metacognitive difficulties predicted lower MRT performance. These findings suggest children are able to reliably report on their experiences of mind wandering in understimulating, boredom-inducing contexts and advances our understanding of the factors underlying children’s experience of mind wandering under real-world conditions.

RSA Change Across Time and Task for Preschool Children is Related to Shyness Christy Wolfe*, Martha Ann Bell

* indicates presenting author The vagus nerve has been linked to successful navigation of the social world, enabling flexible responding (Porges, 2007). Respiratory sinus arrhythmia (RSA), the variability in heart rate that is associated with breathing, an index of vagal influence on the heart, is a logical measure to include in investigations of socially sensitive individuals (Muhtadie et al., 2015). Research demonstrates stability of baseline RSA in kindergarten children; but suggests that RSA reactivity to tasks is less stable reflecting children’s changing perceptions of the protocol/environment across exposures (Doussard-Roosevelt et al., 2003). Differences in RSA reactivity across a task series within a single testing session also may reflect changing perceptions of the environment that may differ for shy children with longer-latencies to “warm-up”. The current research examined baseline and RSA change across a series of executive function tasks (day-night, yes-no, hand) for 124 (67 girls) preschool-aged children. Expecting decreases in RSA from baseline-to-task, we explored differences in RSA change patterns based on shyness, gender, and serial position of the task. A repeated measures MANOVA was conducted comparing RSA conditions with gender as a between-subjects factor and parent-rated (CBQ) shyness as a covariate. A main effect for condition was found, F(3,119)=3.78, p=.012. Children decreased RSA from baseline-to- Task-1 that then tended to increase for Task-2 and again for Task-3. This effect was superseded by a condition by shyness interaction, F(3,119)=3.27, p=.024. A plot comparing estimated marginal means for shyness (and -1/+1 SD) shows an interesting pattern of results related to the yes-no task. See Figure 1. Non-shy children increased RSA during yes-no; shy children suppressed RSA during this task. The yes- no task requires eye-contact and attention to the experimenter’s face for stimulus prompts; shy children may be hypersensitive to face processing (Matsuda et al., 2013).

Sadness is also a Predictor for an Attentional Bias of Threat in Non-Clinical Populations in Children Mohamed Zerrouk*, Anjolii Diaz, Martha Ann Bell Identifying whether a stimulus is threatening or not has been cardinal to human survival. Intuitively, the faster we detect the threat, the greater chance we have to avoid harm. Previous literature has shown that individuals typically have an attentional bias towards threating stimuli (Salum et al., 2013). Lebue and Deloache (2010) showed that this attention bias persists in preschool children as well. The participants in their study showed faster reaction times for a threatening condition (snake vs flower) in comparison to a nonthreatening condition (caterpillar vs flower). We replicated the same experiment with children aged six, seven, and eight (n = 103), while including a self-report of temperament-based fear and sadness, using the Children's Behavior Questionnaire (CBQ), to examine whether there are relevant temperamental predictors of an attentional bias towards threat. We had the same finding that the threatening condition elicited faster reaction times than the nonthreatening condition (t = -11.368, p < .001). We ran regression analyses and found that self-reported fear (β= .326, p = .001) and sadness (β= - .218, p = .02) predicted for the average reaction times of the threating condition. To our knowledge, this is the first time that sadness in a non-clinical population has been shown to predict for an attentional bias towards threatening material. The finding that greater fear leads to longer reaction times is polar to previous studies with younger children. Developmental implications will be later discussed.

Dynamic Associations between Emotion Expression and Regulatory Behaviors among Preschoolers in Low-Income Chinese American and Mexican American Families Qing Zhou*, Yeunjoo Kim, Aya Williams, Chang Liu Despite the dynamic nature of emotion and emotion-related behaviors, previous studies on cultural influences on emotion expression and emotion regulation tend to operationalize these as trait-level constructs. Few researchers have examined the temporal dynamics of children’s observed facial emotion behaviors using state-level analyses in cross-cultural comparisons, and considered both between-person and within-person variations. The present study examined the moment-to-moment associations between emotion expression and regulatory behaviors in a sample of preschool-aged children (Mage = 4.53 years old, 59% girls) from low-income Mexican American (MA) and Chinese American (CA) immigrant families. Intensity of children’s positive and negative facial emotion expression and frequency of emotion regulatory behaviors were coded for each 10-second epoch during a negative emotion-eliciting social interaction task. Children’s trait-level executive functions (attention shifting and inhibitory control) were included as covariates. Generalized multilevel modeling was conducted to examine whether positive and negative facial emotion behaviors predicted regulatory behaviors. Positive facial emotion behaviors predicted increased fidgeting and use of non-feeling state language. Negative facial emotion behaviors positively predicted gaze aversion and self-soothing behaviors. Cultural group differences were found, such that MA children displayed higher intensity of positive facial emotion and a higher frequency of

* indicates presenting author regulatory behaviors compared to CA children. The findings have implications for clinical and educational interventions for children in immigrant families.

Child Negative Affectivity, Maternal Emotion Dismissing, and Child Behavior Problems in Early Childhood Danhua Zhu*, Leslie Patton, Jenna Terry*, Erika Hernandez, Martha Ann Bell, Julie Dunsmore Negative affectivity (NA) refers to the disposition to experience negative emotions and to have difficulty recovering from arousal (Rothbart, 2007). NA is a risk factor for development of behavioral problems (BP) (Karkhanis & Winsler, 2016). Whereas NA is biologically based, learning to regulate emotions depends on socialization. Parents’ dismissal of children’s emotions (emotion dismissing, ED) is associated with children’s BP (Lunkenheimer et al., 2007). We examined direct and indirect influences of child NA and parent ED on children’s BP, measured concurrently with NA and ED as well as one year later. Three hundred sixteen mother-child dyads participated in a larger study when children were 3-, 4-, 6-, and 9-year-old. The current study includes 165 mother-child dyads for whom coding is complete at the 3-year- old wave. At the 3-year-old wave, mothers reported child NA and dyads completed an etch-a-sketch task that was coded for maternal discouragement of children’s positive emotions (ICC=0.583). At both 3- and 4-year-old waves, mothers reported child internalizing and externalizing behaviors. Structural equation modeling was used in LISREL to analyze the hypothesized model. The model fit well. Paths from NA to BP (β=0.396, p<.01) and from ED to BP at age 3 (β=0.187, p<.05) were significant. Indirect effects from NA to BP at age 4 (β=0.286, p<.01), and from ED to BP at age 4 (β=0.131, p<.05) were both significant. Results indicate relative stability of child BP from age 3 to 4 years and roles of both child temperament and parent socialization in child BP, concurrently and longitudinally.

* indicates presenting author