2014
DOI: 10.1007/s10802-014-9967-5
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The Predictive Utility of Early Childhood Disruptive Behaviors for School-Age Social Functioning

Abstract: Research suggests that school-age children with disruptive behavior (DB) problems frequently demonstrate impaired social skills and experience rejection from peers, which plays a crucial role in the pathway to more serious antisocial behavior. A critical question is which DB problems in early childhood are prognostic of impaired social functioning in school-age children. This study examines the hypothesis that aggression in early childhood will be the more consistent predictor of compromised social functioning… Show more

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Cited by 25 publications
(14 citation statements)
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“…Thus, we investigated the possibility that if neighborhood deprivation was found to attenuate intervention effects of the FCU on child CP, specifically aggression, indirect effects on child aggression might be evident for those parents living in the highest risk neighborhoods who showed improvements in parent–child interaction as a function of being randomly assigned to the FCU. We chose to focus on child aggression because of its perniciousness and greater long-term consequences on future AB and other domains of adjustment relative to both broader (i.e., externalizing) and other narrow-band factors of CP (e.g., rule breaking; Campbell, Spieker, Burchial, Poe, & the NICHD ECCRN 2006), a pattern that has been replicated from earlier reports of the current sample in relation to predicting school-age academic achievement and social competence from multiple dimensions of disruptive behavior (Brennan, Shaw, Dishion, & Wilson, 2014; Brennan et al, 2013). Similarly, we chose to focus on teacher versus parent reports of child aggression at age 9.5 for two reasons.…”
Section: Moderation Of Effects Of Parenting Interventionssupporting
confidence: 74%
“…Thus, we investigated the possibility that if neighborhood deprivation was found to attenuate intervention effects of the FCU on child CP, specifically aggression, indirect effects on child aggression might be evident for those parents living in the highest risk neighborhoods who showed improvements in parent–child interaction as a function of being randomly assigned to the FCU. We chose to focus on child aggression because of its perniciousness and greater long-term consequences on future AB and other domains of adjustment relative to both broader (i.e., externalizing) and other narrow-band factors of CP (e.g., rule breaking; Campbell, Spieker, Burchial, Poe, & the NICHD ECCRN 2006), a pattern that has been replicated from earlier reports of the current sample in relation to predicting school-age academic achievement and social competence from multiple dimensions of disruptive behavior (Brennan, Shaw, Dishion, & Wilson, 2014; Brennan et al, 2013). Similarly, we chose to focus on teacher versus parent reports of child aggression at age 9.5 for two reasons.…”
Section: Moderation Of Effects Of Parenting Interventionssupporting
confidence: 74%
“…A Likert scale of 0 ( not true ), 1 ( somewhat or sometimes true ), and 2 ( very true or often true ) was used to assess parental perceptions of child behavior (e.g., “My child is inattentive or easily distracted.”). For the present study, a subset of seven items matching Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (American Psychiatric Association, ) criteria for oppositional defiant disorder and aggressive items that form the conduct disorder diagnosis were used to assess caregiver‐reported disruptive behaviors (Brennan, Shaw, Dishion, & Wilson, ). At the age 14 assessment, 553 PCs and 384 ACs completed the CBCL.…”
Section: Methodsmentioning
confidence: 99%
“…Eight items previously used to map onto symptoms of oppositional defiant and conduct disorder (Brennan, Shaw, Dishion, & Wilson, 2015) from the CBCL were averaged to create a score ranging from 0 to 2 (0 = not true; 1 = somewhat true; 2 = very true) for each child at each age. Alpha reliability of this score was 0.71 at age 2, 0.75 at age 3, 0.78 at age 4, and 0.80 at age 5.…”
Section: Methodsmentioning
confidence: 99%