@article{ref1,
title="Longitudinal Predictors of School-Age Academic Achievement: Unique Contributions of Toddler-Age Aggression, Oppositionality, Inattention, and Hyperactivity",
journal="Journal of abnormal child psychology",
year="2012",
author="Brennan, Lauretta M. and Shaw, Daniel S. and Dishion, Thomas J. and Wilson, Melvin",
volume="40",
number="8",
pages="1289-1300",
abstract="This project examined the unique predictive validity of parent ratings of toddler-age aggression, oppositionality, inattention, and hyperactivity-impulsivity to academic achievement at school-age in a sample of 566 high-risk children and families. The study also investigated potential indirect effects of the Family Check-Up on school-age academic achievement through changes in child behavior problems. The results demonstrated that toddler-age aggression was most consistently associated with school-age academic achievement, albeit modestly. Moreover, findings showed that the intervention predicted greater decreases in aggression from ages 2-3 to 4-5 compared to controls. The results suggest that in high-risk toddler-aged children, aggression may be a more consistent predictor of school-age academic achievement than other externalizing dimensions, which has implications for early identification and efforts to promote children's adaptation.<p /> <p>Language: en</p>",
language="en",
issn="0091-0627",
doi="10.1007/s10802-012-9639-2",
url="http://dx.doi.org/10.1007/s10802-012-9639-2"
}