TY  - JOUR
PY  - 2002//
TI  - Predictors and consequences of aggressive-withdrawn problem profiles in early grade school
JO  - Journal of clinical child and adolescent psychology
A1  - Farmer, Alvin D.
A1  - Bierman, Karen L.
SP  - 299
EP  - 311
VL  - 31
IS  - 3
N2  - Identified first-grade children who exhibited 4 different behavior problem profiles from an initial sample of 754: aggressive-withdrawn (n = 63.8%) aggressive only (n = 165, 22%), withdrawn only (n = 94, 12%), and nonproblem (n = 432, 57%). Group comparisons revealed that children who became aggressive-withdrawn in first grade exhibited deficits in attention and social skills in kindergarten. Furthermore, these kindergarten deficits contributed to the emergence of their aggressive-withdrawn behavior problems in first grade, after accounting for kindergarten levels of aggressive and withdrawn behaviors. In later grades, aggressive-withdrawn first-grade children were more likely than children in any other group to demonstrate poor peer relations and poor academic performance. In addition, kindergarten skill deficits added to first-grade aggressive and withdrawn behavior problems to predict third-grade social and academic adjustment difficulties. The results document the key role of early inattention and social skill deficits in the prediction of aggressive-withdrawn problem profiles, validate the significance of this problem profile at school entry, and identify potential developmental mechanisms that have implications for preventive interventions.<p /> <p>Language: en</p>
LA  - en
SN  - 1537-4416
UR  - http://dx.doi.org/
ID  - ref1
ER  -