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Delay of gratification in young children has been linked to long-term behavioral and academic outcomes. This study explored temperament, personality, and child-parent attachment as possible associates of delay ability. The sample consisted of 50 2- and 3-year-old children and their primary caregivers. Two laboratory tasks, the Preschool Strange Situation and the newly created Gift Delay Task, were conducted on separate occasions to assess child-parent attachment and delay of gratification, respectively. Parents and preschool teachers completed child temperament (EASI-III) and personality (California Child Q-Set) questionnaires. Based on the award-oriented behavior in the Gift Delay Task, children were classified into three groups: Delay (20%), Touch and Go (i.e., approached the gift, but demonstrated some delay ability; 46%), and Non Delay (34 %). Reports on activity, impulsivity, decision time, negative emotionality, over-control, and affect were found to be associated with delay ability. The association between child-parent attachment and delay was not statistically significant, but an interesting trend emerged. A larger percentage of Non Delayers were rated as Insecure-Ambivalent ("C"), and more Delayers were rated as Securely attached ("B"). Implications for behavioral interventions focused on parental support and scaffolding are discussed.

Delay of gratification in young children has been linked to long-term behavioral and academic outcomes. This study explored parent behavior during a laboratory paradigm as possible associates of delay ability. The sample consisted of 50 two- and three-year-old children and their primary caregivers. A newly created laboratory task, the gift delay task, was conducted to assess delay of gratification. Additionally, parents completed a child temperament (EASI-III) questionnaire. Based on the award-oriented behavior in the gift delay task, children were classified into three groups: delay (20%), touch and go (i.e., approached the gift, but demonstrated some delay ability; 46%), and non delay (34%). Likewise, parents were classified into three groups: non-directive (parents did not initiate any interactions, but may have participated in child-led activity), active (parents initiated interaction with the child no more than 3 times), and very active (parents initiated 4 or more interactions with the child). Significant differences in emotionality and impulsivity were found between the 3 groups of children; additionally, significant differences in delay ability were found based on parent classifications suggesting that there is an optimal level of involvement on part of the parent that helps the child to wait, but beyond this point, involvement may be detrimental to a successful delay outcome. Implications for behavioral interventions focused on parental support and scaffolding are discussed.

Recent estimates of Shaken Baby Syndrome awareness suggest that approximately half of all American adults have not heard of the often devastating risks of shaking an infant. Using a sample of 288 undergraduate students, we developed a measure of attitudes around infant care practices. A total of 264 community participants completed a revised survey. Between-group comparisons, exploratory factor analyses, and internal consistency tests were employed to determine the directionality and reliability of any scale structure present in the data. A five factor structure fits the data reliably, and each of these factors seems to represent a unique dimension. Implications for using this measure clinically and preventatively are discussed.