Predicting Negative Life Outcomes from Early Aggressive–Disruptive Behavior Trajectories: Gender Differences in Maladaptation Across Life Domains

Department of Mental Health, Bloomberg School of Public Health, Johns Hopkins University, 624 N. Broadway, Baltimore, MD 21205, USA.
Journal of Youth and Adolescence (Impact Factor: 2.72). 09/2009; 39(8):953-66. DOI: 10.1007/s10964-009-9442-8
Source: PubMed


Transactional theories of development suggest that displaying high levels of antisocial behavior early in life and persistently over time causes disruption in multiple life domains, which in turn places individuals at risk for negative life outcomes. We used longitudinal data from 1,137 primarily African American urban youth (49.1% female) to determine whether different trajectories of aggressive and disruptive behavior problems were associated with a range of negative life outcomes in young adulthood. General growth mixture modeling was used to classify the youths' patterns of aggressive-disruptive behavior across elementary school. These trajectories were then used to predict early sexual activity, early pregnancy, school dropout, unemployment, and drug abuse in young adulthood. The trajectories predicted the number but not type of negative life outcomes experienced. Girls with the chronic high aggression-disruption (CHAD) pattern experienced more negative outcomes than girls with consistently moderate levels, who were at greater risk than nonaggressive-nondisruptive girls. Boys with CHAD and boys with an increasing pattern had equal levels of risk for experiencing negative outcomes. The findings are consistent with transactional models of development and have implications for preventive interventions.

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    • "Following a response to intervention design consistent with the increasingly implemented three-tiered models of prevention, the SEALS conceptual framework and intervention components are well suited for being integrated with small-group (i.e., selected or Tier 2) and individualized (i.e., indicated or Tier 3) intervention components (Farmer, Farmer et al., 2010). Accordingly, there is a need for additional intervention development work that combines the SEALS model with selected interventions aimed to prevent the negative reorganization of the developmental systems of moderate-risk youth and indicated interventions that focus on promoting the positive reorganization of the developmental systems of youth who experience multiple and sustained risks across the academic, behavioral, and social domains (Bradshaw et al., 2010; Farmer, Farmer, et al., 2010; Sutherland & Farmer, 2009). Further, with the strong focus on the role of middle school social dynamics in the universal SEALS model, there is a particular need for additional selected and indicated interventions that are aimed at the social functions of problem behavior during the middle school years (Farmer & Xie, 2007; Pellegrini & Bartini, 2000). "
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    ABSTRACT: Decades of research indicate that many early adolescents are at risk for developing significant school adjustment problems in the academic, behavioral, and social domains during the transition to middle school. The Supporting Early Adolescent Learning and Social Success (SEALS) model has been developed as a profes-sional development and consultation program to train teachers in universal (Tier 1) instructional and classroom management strategies to address the correlated risks experienced by students during this time. This article reviews the conceptual foundations of the SEALS model, provides an overview of SEALS intervention
    Journal of Educational and Psychological Consultation 05/2013; 23(2):115-139. DOI:10.1080/10474412.2013.785181 · 0.58 Impact Factor
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    • "A general upward trend has been observed in childhood (Liu et al., in press) and a downward trend occurring in early adolescence (Petras, Masyn, & Ialongo, 2011). The development of aggressive=disruptive behavior is also characterized by interindividual heterogeneity (Bradshaw et al., 2010; Cô te, Vaillancourt, LeBlanc, Nagin, & Tremblay, 2006; Huesmann et al., 2009; Moffitt, 1993; Petras et al., 2004; Petras et al., 2011). "
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    ABSTRACT: This study examines the association between aggressive/disruptive behavior development in two distinct developmental periods-childhood (i.e., Grades 1-3) and early adolescence (i.e., Grades 6-10)-and subsequent gambling behavior in late adolescence up to age 20. The sample consists of 310 urban males of predominately minority and low socioeconomic status followed from first grade to late adolescence. Separate general growth mixture models were estimated to explore the heterogeneity in aggressive/disruptive behavior development in the aforementioned two periods. Three distinct behavior trajectories were identified for each period: a chronic high, a moderate increasing, and a low increasing class for childhood, and a chronic high, a moderate increasing, followed by decreasing and a low stable class for early adolescence. There was no association between childhood behavior trajectories and gambling involvement. Males with a moderate behavior trajectory in adolescence where two times more likely to gamble compared to those in the low stable class (OR = 1.89, 95% CI = 1.11, 3.24). Those with chronic high trajectories during either childhood or early adolescence (OR = 2.60, 95% CI = 1.06, 6.38; OR = 3.19, 95% CI = 1.18, 8.64, respectively) were more likely to be at-risk/problem gamblers than those in the low class. Aggressive/disruptive behavior development in childhood and early adolescence is associated with gambling and gambling problems in late adolescence among urban male youth. Preventing childhood and youth aggressive/disruptive behavior may be effective to prevent youth problem gambling.
    Journal of Clinical Child & Adolescent Psychology 02/2013; 42(5). DOI:10.1080/15374416.2013.764827 · 1.92 Impact Factor
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    • "Para la evaluación, utilizaron el Juvenile Forensic Profile, instrumento de 70 ítems desarrollado previamente para investigación, utilizando datos de los archivos. La evaluación minuciosa de los Trastornos de Conducta también ofrece información valiosa (Bradshaw et al., 2010). Algunos subtipos homogéneos de trastornos de conducta en la temprana adolescencia pueden ser útiles a los propósitos de delimitar etiología y planificar tratamiento y prevención. "
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    ABSTRACT: The aim of this article is to describe the Justice System for juveniles in the Province of Buenos Aires, Argentina, from a legal and administrative perspective; and to review recent contributions to the assessment of youth with dissocial behaviors. During the last 15 years, the system has been deeply modified in order to fit the recommendations of the Convention on the Rights of the Child's. At present, the dispositions of the Courts are carried out by the Sub - Secretariat of Childhood and Youngsters of the Ministry of Social Development. This Secretariat has different facilities, such as closed, mixed centers that combine indoors and outdoors detention centers, open centers (in charge of the application of the sentences that bear alternatives to prison dispositions and community enforced services, etc). Studies from mental health and behavioral sciences have contributed to the identification of risk factors for dissocial behavior and for developing adequate interventions for each specific level of prevention. However, there is still a big gap between the state of the art and the practical issues related to it. Thus, the local system can be considered to be in transition period, and in need of adjustments not only in the legal codes but also in the application of the law, if policy improvement and better use of scientific knowledge is intended.
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