@article{ref1,
title="The predictive utility of early childhood disruptive behaviors for school-age social functioning",
journal="Journal of abnormal child psychology",
year="2014",
author="Brennan, Lauretta M. and Shaw, Daniel S. and Dishion, Thomas J. and Wilson, Melvin N.",
volume="43",
number="6",
pages="1187-1199",
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 than inattentive, hyperactive-impulsive, or oppositional behavior. Participants included an ethnically diverse sample of 725 high-risk children from 3 geographically distinct areas followed from ages 2 to 8.5. Four latent growth models of DB from child ages 2 to 5, and potential interactions between dimensions, were used to predict latent parent and teacher ratings of school-age social dysfunction. Analyses were conducted in a multi-group format to examine potential differences between intervention and control group participants. <br><br>RESULTS showed that age 2 aggression was the DB problem most consistently associated with both parent- and teacher-rated social dysfunction for both groups. Early starting aggressive behavior may be particularly important for the early identification of children at risk for school-age social difficulties.<p /> <p>Language: en</p>",
language="en",
issn="0091-0627",
doi="10.1007/s10802-014-9967-5",
url="http://dx.doi.org/10.1007/s10802-014-9967-5"
}