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


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.

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Available from: Hanno Petras, Oct 09, 2015
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    • "We calculated average subscale scores, with higher scores indicating more problems/worse functioning, except for prosocial behavior where higher scores indicated better functioning. The TOCA-C is commonly used in large-scale research trials as it has high reliability, internal consistency, and predictive validity to later behavior problems (Petras, Chilcoat, Leaf, Ialongo, & Kellam, 2004; Racz et al., 2013; Reinke et al., 2008). "
    Journal of Emotional and Behavioral Disorders 08/2015; DOI:10.1177/1063426615599541 · 1.28 Impact Factor
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    • " 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 ."
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    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
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    • "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. "
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