# Behavioral Inhibition Places Preschoolers at Risk for Reduced Social Competence, but Only in the Context of Other Temperamental Traits

## TL;DR

Preschoolers with behavioral inhibition may struggle with social skills, but only when combined with other temperamental traits.

## Contribution

The study identifies distinct temperamental profiles among inhibited preschoolers and their impact on social competence.

## Key findings

- A three-profile model best explains variability in social competence among inhibited preschoolers.
- Children with high regulation and low anger showed the best social skills.
- Behavioral inhibition alone does not predict social difficulties.

## Abstract

Background/Objectives: Behavioral inhibition (BI) has been extensively studied as an early-appearing risk factor for adverse developmental outcomes. One pathway through which BI may confer risk is via reduced competence to interact effectively with peers. Research demonstrating concurrent relations between BI and social competence supports this pathway, yet not all inhibited children experience social difficulties. This study adopted a person-centered approach to examine heterogeneity of temperament traits within a highly inhibited preschool sample and to identify how broader temperament traits contribute to variability in social functioning. Methods: Parents of preschoolers (N = 254) who met criteria for BI (≥85th percentile on the Behavioral Inhibition Questionnaire) completed measures of their child’s temperament (Children’s Behavior Questionnaire) and social competence (Social Skills Improvement System). Latent Profile Analysis was conducted using six temperament traits reflecting regulation and reactivity (anger, attentional focusing, inhibitory control, high-intensity pleasure, perceptual sensitivity, and approach). Profile differences in social competence were examined using multivariate analyses controlling for age and gender. Results: A three-profile solution emerged: Regulated, Unregulated and Angry, and Typical BI. Profile membership accounted for almost 37% of the variance in social skills scores. The Regulated group, marked by high attentional and inhibitory control and low anger, demonstrated the strongest social skills and lowest internalizing and externalizing problems. The Unregulated and Angry group, characterized by high anger and poor regulation, exhibited the greatest social difficulties. BI level itself did not significantly differentiate profiles or predict social competence. Conclusions: Findings underscore that BI is not a uniform risk factor but joins with other temperamental traits to shape social outcomes. Level of BI did not differentiate profiles or relate to social functioning, highlighting the importance of considering co-occurring regulatory and reactive traits to explain variability in outcomes among inhibited children. Identifying specific temperamental constellations may enhance early identification and inform targeted interventions for socially at-risk inhibited children.