@article{ref1,
title="A 3-year follow-up of aggressive and withdrawn behavior in childhood: preliminary findings",
journal="Journal of abnormal child psychology",
year="1984",
author="Ledingham, J. E. and Schwartzman, Alex E.",
volume="12",
number="1",
pages="157-168",
abstract="The school placement of 122 aggressive, 150 withdrawn, 182 aggressive-withdrawn, and 299 control children was determined 3 years following their original selection. Children identified by peers as aggressive-withdrawn or aggressive were more likely to have failed a grade or to be in a special class than were withdrawn children or controls. Older aggressive-withdrawn subjects and controls, but not aggressive subjects or withdrawn subjects, had higher rates of school failure and special class placement. Fewer boys than girls were in a regular class at the expected grade level. The results underline the importance of childhood aggression as a predictor of later academic adjustment. Implications of these findings for the interpretation of measures of behavioral stability are discussed.<p /> <p>Language: en</p>",
language="en",
issn="0091-0627",
doi="",
url="http://dx.doi.org/"
}