Behavior problem trajectories and first-grade cognitive ability and achievement skills: A latent growth curve analysis.

Bub, Kristen L.; McCartney, Kathleen; Willett, John B.

doi:10.1037/0022-0663.99.3.653

Cited by 143 publications

(115 citation statements)

References 76 publications

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“…Replication of this study among children living in urban London (see Berger et al 1975) found an even higher rate of co-occurrence, with nearly half of children having reading difficulties scoring above cutoffs for antisocial behavior on teacher ratings. A recent study (Bub et al 2007) found that children exhibiting high levels of externalizing problems at 24 months of age had lower scores on achievement in first grade. Further, Heiervang et al (2001) found that children with poor reading skills had more parent and teacher-reported aggressive behavior than children without reading problems.…”

mentioning

confidence: 97%

Empirically Derived Subtypes of Child Academic and Behavior Problems: Co-Occurrence and Distal Outcomes

Reinke

Herman

Petras

et al. 2008

J Abnorm Child Psychol

141

152

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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. KeywordsAcademic underachievement; Behavior problems; Latent class analysis Academic underachievement and disruptive behavior are serious problems afflicting a large number of children and adolescents. Separately, academic and behavior problems have been associated with substantial costs to families and society. Much has been written about the deleterious outcomes associated with life course persistent or early starter pathways to antisocial behavior problems (Patterson et al. 1991;Moffitt 1993). In particular, children with early behavior problems have an elevated risk for academic failure, peer rejection, substance abuse, and delinquency. Research has also shown that early learning problems by themselves predict future academic underachievement, school drop out, and other negative NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript outcomes. Furthermore, learning deficits are costly in terms of expenses related to special education services and the personal suffering and frustration for children and families. Likewise, disruptive behavior problems contribute to loss of instruction time in the classroom (Arnold 1997), frustration for children and families, and considerable societal burden associated with antisocial acts, including delinquency and harm to others (Reid et al. 2002). Additionally, both behavioral and learning problems are quite refractory to typical interventions (see Hinshaw 1992b). Together academic and behavior problems are a significant public health burden, comprising major psychological, economic, and social problems.Understanding and identifying the academic and behavioral characteristics associated with children at increased risk for these problems early in development can inform preve...

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confidence: 97%

Empirically Derived Subtypes of Child Academic and Behavior Problems: Co-Occurrence and Distal Outcomes

Reinke

Herman

Petras

et al. 2008

J Abnorm Child Psychol

141

152

View full text Add to dashboard Cite

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“…Externalizing behaviors are associated with lower achievement scores (Bub, McCartney, & Willett, 2007) and poor school adjustment (Fantuzzo, Sekino, & Cohen, 2004). Left unaddressed, early behavior problems are linked to an increased risk for school suspensions (Reinke et al, 2008) and dropout (Vitaro, Brendgen, Larose, & Tremblay, 2005), aggression (Fantuzzo et al, 2004), and adult mental health disorders (Reef, Diamantopoulou, van Meurs, Verhulst, & van der Ende, 2011).…”

Section: Introductionmentioning

confidence: 99%

The efficacy of conjoint behavioral consultation in the home setting: Outcomes and mechanisms in rural communities

Sheridan

Witte

Holmes

et al. 2017

Journal of School Psychology

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ChaoRong, "The efficacy of conjoint behavioral consultation in the home setting: Outcomes and mechanisms in rural communities" (2017 AbstractThis study reports the results of a randomized controlled trial examining the effect of Conjoint Behavioral Consultation (CBC), a family-school partnership intervention, on children's behaviors, parents' skills, and parent-teacher relationships in rural community and town settings. Participants were 267 children, 267 parents, and 152 teachers in 45 Midwestern schools. Using an Intent to Treat approach and data analyzed within a multilevel modeling framework, CBC yielded promising results for some but not all outcomes. Specifically, children participating in CBC experienced decreases in daily reports of aggressiveness, noncompliance, and temper tantrums; and increases in parent-reported adaptive skills and social skills at a significantly greater pace than those in a control group. Other outcomes (e.g., parent reports of internalizing and externalizing behaviors) suggested a nonsignificant effect at post-test. CBC parents reported using more effective parenting strategies, gaining more competence in their problem-solving practices, and feeling more efficacious for helping their child succeed in school than parents in the control group. Parents participating in CBC also reported significant improvements in the parent-teacher relationship, and the parent-teacher relationship mediated the effect of CBC on children's adaptive skills. Implications for practice in rural communities, study limitations, and directions for future research are discussed.

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“…Approximately one third of children who display high levels of early externalizing behavior problems continue on a trajectory of problem behavior through adolescence (Loeber, Farrington, & Waschbusch, 1998;Losel & Bender, 2003. Young children who display high levels of early externalizing behavior problems are also at risk for a host of subsequent academic issues, including school retention, school dropout, and lower school engagement (Bub, McCartney, & Willett, 2007;Bulotsky & Fantuzzo, 2011;Duncan & Magnuson, 2011;Fantuzzo et al, 2007;Raver, 2002). Furthermore, externalizing behavioral concerns in early primary classrooms take up significant portions of teachers' time and efforts, thereby undermining the learning experience for all students (Houts, Caspi, Pianta, Arseneault, & Moffitt, 2010).…”

Section: Introductionmentioning

confidence: 99%

Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis

Schindler

Kholoptseva

et al. 2015

Journal of School Psychology

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Early childhood education (ECE) programs offer a promising mechanism for preventing early externalizing behavior problems and later antisocial behavior; yet, questions remain about how to best maximize ECE's potential. Using a meta-analytic database of 31 studies, we examined the overall effect of ECE on externalizing behavior problems and the differential effects of 3 levels of practice, each with increasing specificity and intensity aimed at children's social and emotional development. In short, we found that each successive level of programs did a better job than the prior level at reducing externalizing behavior problems. Level 1 programs, or those without a clear focus on social and emotional development, had no significant effects on externalizing behavior problems relative to control groups (ES = .13 SD, p b .10). On the other hand, level 2 programs, or those with a clear but broad focus on social and emotional development, were significantly associated with modest decreases in externalizing behavior problems relative to control groups (ES = −.10 SD, p b .05). Hence, level 2 programs were significantly better at reducing externalizing behavior problems than level 1 programs (ES = −.23 SD, p b .01). Level 3 programs, or those that more intensively targeted children's social and emotional development, were associated with additional significant reductions in externalizing behavior problems relative to level 2 programs (ES = −.26 SD, p b .05). The most promising effects came from level 3 child social skills training programs, which reduced externalizing behavior problems half of a standard deviation more than level 2 programs (ES = −.50 SD, p b .05).

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Behavior problem trajectories and first-grade cognitive ability and achievement skills: A latent growth curve analysis.

Cited by 143 publications

References 76 publications

Empirically Derived Subtypes of Child Academic and Behavior Problems: Co-Occurrence and Distal Outcomes

Empirically Derived Subtypes of Child Academic and Behavior Problems: Co-Occurrence and Distal Outcomes

The efficacy of conjoint behavioral consultation in the home setting: Outcomes and mechanisms in rural communities

Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis

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