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
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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- "Oppositional defiant disorder (ODD) is an externalizing behavior disorder characterized by angry/irritable mood, noncompliance, and defiance (APA 2013) that is often comorbid with other conditions, particularly ADHD (Burke et al. 2002). Longitudinal research suggests that ODD in childhood often precedes later conduct disorder and substance abuse, as well as academic underachievement and school dropout in adolescence (Biederman et al. 2008; Bradshaw et al. 2010; Burke et al. 2002; Murrihy et al. 2010; Nock et al. 2007). Children with ODD may also experience social difficulties, such as peer rejection, that may affect their socio-emotional development and psychological adjustment (Hamilton and Armando 2008). "
ABSTRACT: Oppositional defiant disorder (ODD), characterized by angry/irritable mood, and argumentative/defiant behavior, is associated with significant negative outcomes in childhood and beyond. Researchers posit that these behaviors arise from poor parenting and/or an incompatibility between characteristics of the child and the child’s parents, resulting in strained interaction styles. The present study examines parent–child synchrony, the inverse of parent–child incompatibility as a predictor of children’s emotional lability, aggression, and overall functioning following psychosocial treatment. Participants were 75 treatment-seeking families with children diagnosed with ODD (46 boys). Families received one of two empirically supported treatments for ODD (Parent Management Training or Collaborative and Proactive Solutions). Findings indicated that pre-treatment parent–child synchrony was associated with decreased emotional lability and aggression following both treatments, as well as improvement in overall functioning, irrespective of treatment condition. These results reflect the importance of parent–child relations at the onset of treatment in predicting response to treatment and suggest potential treatment targets within parent–child relationships.
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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). "
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
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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). "
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.
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