Swipe om te navigeren naar een ander artikel
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.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Achenbach, T. M., & Rescorla, L. A. (2000). Manual for the ASEBA preschool forms and profiles. Burlington: University of Vermont Department of Psychiatry.
Achenbach, T. M., & Rescorla, L. (2001). Manual for the ASEBA school-age forms and profiles. Burlington: University of Vermont, Research Center for Children, Youth, and Families.
Barkley, R. A. (2003). Attention-deficit/hyperactivity disorder. In E. J. Mash & R. A. Barkley (Eds.), Chid psychopathology (2nd ed., pp. 75–143). New York: Guilford Press.
Barriga, A. Q., Doran, J. W., Newell, S. R., Morrison, E. M., Barbetti, V., & Robbins, B. D. (2002). Relationships between problem behaviors and academic achievement in adolescents: the unique role of attention problems. Journal of Emotional and Behavioral Disorders, 10, 233–240. CrossRef
Bub, K. L., McCartney, K., & Willett, J. B. (2007). Behavior problem trajectories and first-grade cognitive ability and achievement skills: a latent growth curve analysis. Journal of Educational Psychology, 90, 653–670. CrossRef
Campbell, S. B. (2002). Behavior problems in preschool children: Clinical and developmental issues (2nd ed.). New York: Guilford Press.
Englund, M. M., Luckner, A. E., Whaley, G. J., & Egeland, B. (2004). Children’s achievement in early elementary school: longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology, 96, 723–730. CrossRef
Fluharty, N. B. (2001). Fluharty 2: Fluharty preschool speech and language screen test (2nd ed.). Austin: Pro-Ed.
Friedman-Weieneth, J. L., Harvey, E. A., Youngwirth, S. D., & Goldstein, L. H. (2007). The relation between 3-year-old children’s skills and their hyperactivity, inattention, and aggression. Journal of Educational Psychology, 99, 671–681. CrossRef
MacKinnon, D. P., Fritz, M. S., Williams, J., & Lockwood, C. M. (2007). Distribution of the product confidence limits for the indirect effect: Program PRODCLIN. Behavior Research Methods, 39, 384–389.
Muthén, B., & Muthén, L. (2007). Mplus user’s guide (4th ed.). Los Angeles.
Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). Antisocial boys. Eugene: Castalia.
Robinson, E. A., Eyberg, S. M., & Ross, A. W. (1980). The standardization of an inventory of child conduct problem behaviors. Journal of Clinical Child Psychology, 9, 22–28. CrossRef
Shinn, M. R., Ramsey, E., Walker, H. M., Stieber, S., & O’Neill, R. E. (1987). Antisocial behavior in school settings: Initial differences in an at risk and normal population. The Journal of Special Education, 21, 69–84. CrossRef
Taylor, L. C., Clayton, J. D., & Rowley, S. J. (2004). Academic socialization: understanding parental influences on children’s school-related development in the early years. Review of General Psychology, 8, 163–178. CrossRef
Vitaro, F., Brendgen, M., Larose, S., & Tremblay, R. E. (2005). Kindergarten disruptive behaviors, protective factors, and educational achievement by early adulthood. Journal of Educational Psychology, 97, 617–629. CrossRef
Woodcock, R., McGrew, K., & Mather, N. (2001). Woodcock-Johnson III tests of achievement. Itasca: Riverside Publishing.
- Longitudinal Predictors of School-Age Academic Achievement: Unique Contributions of Toddler-Age Aggression, Oppositionality, Inattention, and Hyperactivity
Lauretta M. Brennan
Daniel S. Shaw
Thomas J. Dishion
- Springer US