TY - JOUR
T1 - Predictors and Consequences of Aggressive-Withdrawn Problem Profiles in Early Grade School
AU - Farmer, Alvin D.
AU - Bierman, Karen L.
AU - Coie, John D.
AU - Dodge, Kenneth A.
AU - Greenberg, Mark T.
AU - Lochman, John E.
AU - McMahon, Robert J.
AU - Pinderhughes, Ellen
N1 - Funding Information:
Support for this project came from National Institute of Mental Health Grants R18MH48083, R18MH50951, R18MH50952, and R18MH50953. Additional support was provided by the Center for Substance Abuse Prevention (through a memorandum of support with the National Institute of Mental Health) and by the Department of Education Grant S184430002 and National Institute of Health Grants K05MH00797 and K05MH01027. Appreciation is expressed to the parents, teachers, students, and school district personnel who supported this project in Durham, Nashville, central Pennsylvania, and Seattle.
PY - 2002
Y1 - 2002
N2 - Identified first-grade children who exhibited 4 different behavior problem profiles from an initial sample of 754: aggressive-withdrawn (n = 63, 8%) aggressive only (n = 165, 22%), withdrawn only (n = 94, 12%), and nonproblem (n = 432, 57%). Group comparisons revealed that children who became aggressive-withdrawn in first grade exhibited deficits in attention and social skills in kindergarten. Furthermore, these kindergarten deficits contributed to the emergence of their aggressive-withdrawn behavior problems in first grade, after accounting for kindergarten levels of aggressive and withdrawn behaviors. In later grades, aggressive-withdrawn first-grade children were more likely than children in any other group to demonstrate poor peer relations and poor academic performance. In addition, kindergarten skill deficits added to first-grade aggressive and withdrawn behavior problems to predict third-grade social and academic adjustment difficulties. The results document the key role of early inattention and social skill deficits in the prediction of aggressive-withdrawn problem profiles, validate the significance of this problem profile at school entry, and identify potential developmental mechanisms that have implications for preventive interventions.
AB - Identified first-grade children who exhibited 4 different behavior problem profiles from an initial sample of 754: aggressive-withdrawn (n = 63, 8%) aggressive only (n = 165, 22%), withdrawn only (n = 94, 12%), and nonproblem (n = 432, 57%). Group comparisons revealed that children who became aggressive-withdrawn in first grade exhibited deficits in attention and social skills in kindergarten. Furthermore, these kindergarten deficits contributed to the emergence of their aggressive-withdrawn behavior problems in first grade, after accounting for kindergarten levels of aggressive and withdrawn behaviors. In later grades, aggressive-withdrawn first-grade children were more likely than children in any other group to demonstrate poor peer relations and poor academic performance. In addition, kindergarten skill deficits added to first-grade aggressive and withdrawn behavior problems to predict third-grade social and academic adjustment difficulties. The results document the key role of early inattention and social skill deficits in the prediction of aggressive-withdrawn problem profiles, validate the significance of this problem profile at school entry, and identify potential developmental mechanisms that have implications for preventive interventions.
UR - https://www.scopus.com/pages/publications/85047686950
UR - https://www.scopus.com/pages/publications/85047686950#tab=citedBy
U2 - 10.1207/S15374424JCCP3103_02
DO - 10.1207/S15374424JCCP3103_02
M3 - Article
C2 - 12149968
AN - SCOPUS:85047686950
SN - 1537-4416
VL - 31
SP - 299
EP - 311
JO - Journal of Clinical Child and Adolescent Psychology
JF - Journal of Clinical Child and Adolescent Psychology
IS - 3
ER -