Article

Empirically Derived Subtypes of Child Academic and Behavior Problems: Co-Occurrence and Distal Outcomes

University of Missouri-Columbia, 16 Hill Hall, Columbia, MO 65211, USA.
Journal of Abnormal Child Psychology (Impact Factor: 3.48). 08/2008; 36(5):759-70. DOI: 10.1007/s10802-007-9208-2
Source: PubMed

ABSTRACT The aim of this study was to identify classes of children at entry into first grade with different patterns of academic and behavior problems. A latent class analysis was conducted with a longitudinal community sample of 678 predominantly low-income African American children. Results identified multiple subclasses of children, including a class with co-occurring academic and behavior problems. Gender differences were found in relation to the number of identified classes and the characteristics of academic and behavior problems for children. Several of the identified classes, particularly the co-occurring academic and behavior problems subclass for both genders, predicted negative long-term outcomes in sixth grade, including academic failure, receipt of special education services, affiliation with deviant peers, suspension from school, and elevated risk for conduct problems. The finding that subclasses of academic and behavior problems predict negative long-term outcomes validates the importance of the identified classes and the need to target interventions for children presenting with the associated class characteristics. Implications for early identification, prevention, and intervention for children at risk for academic failure and disruptive behavior problems are discussed.

Download full-text

Full-text

Available from: Hanno Petras, Aug 31, 2015
1 Follower
 · 
151 Views
  • Source
    • " guidelines for policy and practice . Studies did not systematically collect data on whether psychopathology had been recognised clinically and / or whether children had received any support in relation to it . Despite consensus that early identification is key to improving the negative outcomes that many studies report on ( Breslau et al . 2009 ; Reinke et al . 2008 ) , there is little empirical support for this assertion . Both primary and secondary research would address the gap in the literature . Although there are administrative - government - reported statistics about the percentage of children 12 C . Parker et al ."
    [Show abstract] [Hide abstract]
    ABSTRACT: Childhood psychiatric disorders are associated with a wide range of adverse outcomes including poor academic attainment. For some children these difficulties are recognised through school Special Educational Need procedures (SEN) but many others may remain unidentified and/or unsupported. In Britain, government data suggests disproportionate representation of children with a SEN among children permanently excluded from school. This review asks whether school-aged children with impairing psychopathology were more likely to be excluded from school than those without. Databases covering education, social sciences, psychology and medicine were searched, experts were contacted and bibliographies of key papers were hand-searched. Studies were included if the population covered school-aged children, and if validated diagnostic measures had been used to assess psychopathology. Children with impairing psychopathology had greater odds of exclusion compared to the rest of the school-age population: odds ratios range from 1.13 (95% CI: 0.55–2.33) to 45.6 (95% CI: 3.8–21.3). These findings however need to be considered in light of the paucity of the literature and methodological weaknesses discussed.
    Emotional and Behavioural Difficulties 09/2014; DOI:10.1080/13632752.2014.945741
  • Source
    • "The positive impact on such skills may have important implications for school practitioners developing interventions for children exhibiting heightened problem behaviors and concomitant deficits in adaptive and social skills. Given the documented links between children's social and behavioral functioning and their academic adjustment (Bub et al., 2007; Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000; Lopes, 2007; Reinke et al., 2008), family–school interventions supporting parents' motivational beliefs and family–school relationships seem prudent. "
    [Show abstract] [Hide abstract]
    ABSTRACT: This research investigated whether parent-teacher relationship quality mediated the relation between parents' motivational beliefs and children's adaptive functioning and externalizing behaviors. The sample consisted of kindergarten through third-grade children with behavioral concerns (N=206). Parents reported on their motivational beliefs (i.e., role construction and efficacy), and teachers reported on the quality of their relationships with parents and children's adaptive functioning (i.e., social and adaptive skills) and externalizing behaviors. Results indicated that parents' motivational beliefs were related significantly and positively to children's adaptive functioning and negatively to children's externalizing behaviors. Parents' motivational beliefs were also significantly associated with enhanced parent-teacher relationship quality. There was a significant medium-sized indirect effect of parents' motivational beliefs on children's adaptive functioning through parent-teacher relationship quality (k2=.12) and a small indirect effect of parents' motivational beliefs on children's externalizing behaviors (k2=.05). This research suggests that parent-teacher relationship quality may be one mechanism by which the benefits of parents' motivational beliefs are transmitted to children.
    Journal of school psychology 04/2013; 51(2):175-185. DOI:10.1016/j.jsp.2013.01.003 · 2.31 Impact Factor
  • Source
    • "finding is not surprising, given past research that has consistently shown that boys tend to harm others through physical or verbal aggression (Dodge & Crick, 1990), whereas girls are more likely to use relational aggression (e.g., exclude a peer from an activity; Crick & Grotpeter, 1995). A recent study investigating the co-occurrence of academic and behavior problems in a large community sample of children at school entry found that boys and girls differ in their presentation of these problems (Reinke, Herman, Petros, & Ialongo, 2008). The study used latent class analysis to identify subclasses of children by gender and challenges . "
    [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this study was to explore interactions among reading skill, problem behavior, and gender across elementary school. A 6-year, longitudinal study (N = 473) was conducted to identify the relations among these variables and change in relations from kindergarten to Grade 5. Students’ reading skills and levels of problem behavior were examined. Mixed model analyses of variance indicated no differences in reading skill by gender, but a significant gender interaction for problem behavior. Correlations by grade level showed weak, negative correlations between reading and behavior for female students and statistically significant, negative correlations for male students. Results did not support the need to differentiate reading instruction by gender but suggest that multimethod assessment of problem behavior would be beneficial for all students.
    Journal of Positive Behavior Interventions 01/2013; 15(1):49-58. DOI:10.1177/1098300712459080 · 1.69 Impact Factor
Show more