TY - JOUR
T1 - Identifying at-risk children at school entry
T2 - The usefulness of multibehavioral problem profiles
AU - Conduct Problems prevention Research Group
AU - Flanagan, Kelly S.
AU - Bierman, Karen L.
AU - Kam, Chi Ming
AU - Coie, John D.
AU - Dodge, Kenneth A.
AU - Michael Foster, E.
AU - Greenberg, Mark T.
AU - Lochman, John E.
AU - McMahon, Robert J.
AU - Pinderhughes, Ellen E.
N1 - Funding Information:
Support for this project came from National Institute of Mental Health (NIMH) Grants R18MH48083, R18MH50951, R18MH50952, and R18MH50953. Additional support was provided by the National Institute of Drug Abuse and the Center for Substance Abuse Prevention (through memorandums of agreement with the NIMH). This work was also supported in part by the Department of Education grant S184430002 and NIMH grants K05MH00797 and K05MH01027.
PY - 2003
Y1 - 2003
N2 - Found that 1st-grade teacher ratings of aggressive, hyperactive-inattentive, and low levels of prosocial behaviors made unique contributions to the prediction of school outcomes (measured 2 years later) for 755 children. Person-oriented analyses compared the predictive utility of 5 screening strategies based on child problem profiles to identify children at risk for school problems. A broad screening strategy, in which children with elevations in any 1 of the 3 behavior problem dimensions were identified as "at-risk," showed lower specificity but superior sensitivity, odds ratios, and overall accuracy in the prediction of school outcomes than the other screening strategies that were more narrowly focused or were based on a total problem score. Results are discussed in terms of implications for the screening and design of preventive interventions.
AB - Found that 1st-grade teacher ratings of aggressive, hyperactive-inattentive, and low levels of prosocial behaviors made unique contributions to the prediction of school outcomes (measured 2 years later) for 755 children. Person-oriented analyses compared the predictive utility of 5 screening strategies based on child problem profiles to identify children at risk for school problems. A broad screening strategy, in which children with elevations in any 1 of the 3 behavior problem dimensions were identified as "at-risk," showed lower specificity but superior sensitivity, odds ratios, and overall accuracy in the prediction of school outcomes than the other screening strategies that were more narrowly focused or were based on a total problem score. Results are discussed in terms of implications for the screening and design of preventive interventions.
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U2 - 10.1207/S15374424JCCP3203_08
DO - 10.1207/S15374424JCCP3203_08
M3 - Article
C2 - 12881028
AN - SCOPUS:0042229125
SN - 1537-4416
VL - 32
SP - 396
EP - 407
JO - Journal of Clinical Child and Adolescent Psychology
JF - Journal of Clinical Child and Adolescent Psychology
IS - 3
ER -