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: 3.09). 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, Jul 18, 2015
1 Follower
 · 
143 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 ."
    Emotional and Behavioural Difficulties 09/2014; DOI:10.1080/13632752.2014.945741
  • 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
  • Source
    • "Nonpharmacologic treatments are also important because some children may not tolerate medication or may not take medication as prescribed, some parents may not fi nd medication acceptable, and medication alone may be insuffi cient to address academic impairments and performance for some children (Reinke et al., 2008). Various individual approaches and multimodal approaches all have shown promising (Barbaresi et al., 2007b; de Boo & Prins, 2007; Jitendra et al., 2008; Kaiser et al., 2008; Langberg et al., 2008; Loe & Feldman, 2007; Scheffl er, et al., 2009; Swanson et al., 2008a, b), albeit not long-term proven, results. "
    [Show abstract] [Hide abstract]
    ABSTRACT: This article provides an introduction to the October 2011 special issue of the Journal of School Health on "Healthier Students Are Better Learners." Literature was reviewed and synthesized to identify health problems affecting school-aged youth that are highly prevalent, disproportionately affect urban minority youth, directly and indirectly causally affect academic achievement, and can be feasibly and effectively addressed through school health programs and services. Based on these criteria, 7 educationally relevant health disparities were selected as strategic priorities to help close the achievement gap: (1) vision, (2) asthma, (3) teen pregnancy, (4) aggression and violence, (5) physical activity, (6) breakfast, and (7) inattention and hyperactivity. Research clearly shows that these health problems influence students' motivation and ability to learn. Disparities among urban minority youth are outlined, along with the causal pathways through which each adversely affects academic achievement, including sensory perceptions, cognition, school connectedness, absenteeism, and dropping out. Evidence-based approaches that schools can implement to address these problems are presented. These health problems and the causal pathways they influence have interactive and a synergistic effect, which is why they must be addressed collectively using a coordinated approach. No matter how well teachers are prepared to teach, no matter what accountability measures are put in place, no matter what governing structures are established for schools, educational progress will be profoundly limited if students are not motivated and able to learn. Particular health problems play a major role in limiting the motivation and ability to learn of urban minority youth. This is why reducing these disparities through a coordinated approach warrants validation as a cohesive school improvement initiative to close the achievement gap. Local, state, and national policies for implementing this recommendation are suggested.
    Journal of School Health 10/2011; 81(10):593-8. DOI:10.1111/j.1746-1561.2011.00632.x · 1.66 Impact Factor
Show more