Top

Gepubliceerd in:

14-09-2015 | Empirical Research

The Influence of Conduct Problems and Callous-Unemotional Traits on Academic Development Among Youth

Auteurs: Jacqueline M. Horan, Joshua L. Brown, Stephanie M. Jones, J. Lawrence Aber

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 6/2016

Abstract

The present study attempted to address developmental differences within the large group of youth with conduct problems through an examination of the relationship between callous-unemotional traits and academic outcomes in an effort to expand the field’s understanding of heterogeneity in outcomes associated with behavior problems. Data were collected from a cohort of 3rd grade students (N = 942; 51 % female; 45.6 % Hispanic/Latino, 41.1 % Black/African American, 4.7 % Non-Hispanic White; mean age = 8.07 years) in eighteen public elementary schools, as well as their parents and teachers. Hierarchical linear modeling revealed that callous-unemotional traits were associated with lower quality student–teacher relationships and worse performance on standardized math and reading exams over and above the effects of conduct problems. These findings suggest that school-based interventions may be particularly effective in ameliorating some of the deficits noted within this subset of youth exhibiting conduct problems. This finding has important policy implications as the field of developmental science attempts to design and enrich programs that focus on improving social-emotional learning.

vorige artikel Transactional Links Between Teacher–Student Relationships and Adolescent Rule-Breaking Behavior and Behavioral School Engagement: Moderating Role of a Dopaminergic Genetic Profile Score

volgende artikel Erica Bowen and Kate Walker: The Psychology of Violence in Adolescent Romantic Relationships

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5 ^® ). American Psychiatric Publication.

Anastassiou-Hadjicharalambous, X., & Warden, D. (2008). Physiologically-indexed and self-perceived affective empathy in conduct-disordered children high and low on callous-unemotional traits. Child Psychiatry and Human Development, 39(4), 503–517.CrossRefPubMed

Arnold, D. (1997). Co-occurrence of externalizing behavior problems and emergent academic difficulties in young high-risk boys: A preliminary evaluation of patterns and mechanisms. Journal of Applied Developmental Psychology, 18, 317–330.CrossRef

Arnold, D., Brown, S., Meagher, S., Baker, C., Dobbs, J., & Doctoroff, G. (2006). Preschool-based programs for externalizing problems. Education and Treatment of Children, 29(2), 311–339.

Atkins, L. A., Oman, R. F., Vesely, S. K., Aspy, C. B., & McLeroy, K. (2002). Adolescent tobacco use: The protective effects of developmental assets. American Journal of Health Promotion, 16(4), 198–205.CrossRefPubMed

Bassarath, L. (2001). Conduct disorder: A biopsychosocial review. Canadian Journal of Psychiatry, 46(7), 609–616.PubMed

Bierman, K. (2002). Evaluation of the first 3 years of the Fast Track prevention trial with children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology, 30(1), 19–35.CrossRef

Bohart, A., & Stipek, D. (2001). Pathways to constructive lives: The importance of early school success. In A. Bohart & D. Stipek (Eds.), Constructive and destructive behavior: Implications for family, school, and society (pp. 291–315). Washington D.C.: American Psychological Association.CrossRef

Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models: Applications and data analysis methods. Sage Publications, Inc.

Bub, K., McCartney, K., & Willet, J. (2007). Behavior problem trajectories and first-grade cognitive ability and achievement skills: A latent growth curve analysis. Journal of Educational Psychology, 99(3), 653–670.CrossRef

Chan, C. S., Rhodes, J. E., Howard, W. J., Lowe, S. R., Schwartz, S. E., & Herrera, C. (2013). Pathways of influence in school-based mentoring: The mediating role of parent and teacher relationships. Journal of School Psychology, 51(1), 129–142.CrossRefPubMedPubMedCentral

Christian, R., Frick, P., Hill, N., & Tyler, L. (1997). Psychopathy and conduct problems in children: II. Implications for subtyping children with conduct problems. Journal of the American Academy of Child and Adolescent Psychiatry, 36(2), 233–241.CrossRefPubMed

Conduct Problems Prevention Research Group (CPPRG). (1999). Initial impact of the fast track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67(5), 648–657.

Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student–teacher relationships. Sociology of Education, 77(1), 60–81.CrossRef

Dadds, M. R., Fraser, J., Frost, A., & Hawes, D. (2005). Disentangling conduct problems and early psychopathic traits in children: A longitudinal community study. Journal of Consulting and Clinical Psychology, 73, 400–410.CrossRefPubMed

Davis, H. A. (2003). Conceptualizing the role and influence of student–teacher relationships on children’s social and cognitive development. Educational Psychologist, 38(4), 207–234.CrossRef

Elias, M., & Haynes, N. (2008). Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. School Psychology Quarterly, 23(4), 474–495.CrossRef

Essau, C. A., Sasagawa, S., & Frick, P. J. (2006). Callous-unemotional traits in a community sample of adolescents. Assessment, 13(4), 454–469.CrossRefPubMed

Frick, P. J. (2004). The inventory of callous-unemotional traits. The University of New Orleans: Unpublished Rating Scale.

Frick, P. J., & Dickens, C. (2006). Current perspectives on conduct disorder. Current Psychiatry Reports, 8, 59–72.CrossRefPubMed

Frick, P. J., & Ellis, M. (1999). Callous-unemotional traits and subtypes of conduct disorder. Clinical Child and Family Psychology Review, 2(3), 149–168.CrossRefPubMed

Frick, P. J., Ray, J. V., Thornton, L. C., & Kahn, R. E. (2014). Annual research review: A developmental psychopathology approach to understanding callous-unemotional traits in children and adolescents with serious conduct problems. Journal of Child Psychology and Psychiatry, 55(6), 532–548.CrossRefPubMed

Frick, P. J., & White, S. (2008). Research review: The importance of callous-unemotional traits for developmental models of aggressive and antisocial behavior. The Journal of Child Psychology and Psychiatry, 49(4), 359–375.CrossRefPubMed

Funk, J., Fox, C., Chan, M., & Curtiss, K. (2008). The development of the Children’s Empathic Attitudes Questionnaire using classical and Rasch analyses. Journal of Applied Developmental Psychology, 29(3), 187–196.

Gordon, M. (2005). Roots of empathy: Changing the world child by child. Toronto, ON: Thomas Allen.

Green, R. W., Abidin, R. R., & Kmetz, C. (1997). The index of teaching stress: A measure of student–teacher compatibility. Journal of School Psychology, 35(3), 239–259.CrossRef

Griggs, M. S., Gagnon, S. G., Huelsman, T. J., Kidder-Ashley, P., & Ballard, M. (2009). Student–teacher relationships matter: Moderating influences between temperament and preschool social competence. Psychology in the Schools, 46(6), 553–567.CrossRef

Hamre, B., Pianta, R., Downer, J., & Mashburn, A. (2008). Teachers’ perceptions of conflict with young students: Looking beyond problem behaviors. Social Development, 17(1), 115–136.

Henry, K. L., Knight, K. E., & Thornberry, T. P. (2012). School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood. Journal of Youth and Adolescence, 41(2), 156–166.CrossRefPubMedPubMedCentral

Hill, J. (2002). Biological, psychological and social processes in the conduct disorders. Journal of Child Psychology and Psychiatry, 43(1), 133–164.CrossRefPubMed

Holmes, S. E., Slaughter, J. R., & Kashani, J. (2001). Risk factors in childhood that lead to the development of conduct disorder and antisocial personality disorder. Child Psychiatry and Human Development, 31(3), 183–193.CrossRefPubMed

Hughes, J., Cavell, T., & Jackson, T. (1999). Influence of the teacher–student relationship on childhood conduct problems: A prospective study. Journal of Clinical Child Psychology, 28(2), 173–184.CrossRefPubMed

Institute of Education Sciences/Center for Disease Control (IES/CDC). (2003). The responsibility scale. Unpublished Rating Scale.

Jones, S. M., Brown, J. L., & Aber, J. L. (2011). Two-year impacts of a universal school-based social-emotional literacy intervention: An experiment in translational developmental research. Child Development, 82(2), 533–554.CrossRefPubMed

Kamphaus, R. W., & Reynolds, C. R. (1998). Behavior assessment system for children. Circle Pines, MN: American Guidance Service.

Kimonis, E., Frick, P., & Barry, C. (2004). Callous-unemotional traits and delinquent peer affiliation. Journal of Consulting and Clinical Psychology, 72(6), 956–966.CrossRefPubMed

Kimonis, E., Frick, P., Boris, N., Smyke, A., Cornell, A., Farrell, J., & Zeanah, C. (2006). Callous-unemotional features, behavioral inhibition, and parenting: Independent predictors of aggression in a high-risk preschool sample. Journal of Child and Family Studies, 15, 745–756.CrossRef

Larsson, H., Viding, E., & Plomin, R. (2008). Callous-unemotional traits and antisocial behavior: Genetic, environmental, and early parenting characteristics. Criminal Justice and Behavior, 35(2), 197–211.CrossRef

Loeber, R., & Dishion, T. J. (1983). Early predictors of male delinquency: A review. Psychological Bulletin, 94, 325–382.CrossRef

Lynam, D. (1997). Pursuing the psychopath: Capturing the fledgling psychopath in a nomological net. Journal of Abnormal Psychology, 106(3), 425–438.CrossRefPubMed

MacCallum, R. C., Zhang, S., Preacher, K. J., & Rucker, D. D. (2002). On the practice of dichotomization of quantitative variables. Psychological Methods, 7(1), 19–40.

Mertler, C. A., & Vannatta, R. A. (2010). Advanced and multivariate statistical methods: Practical application and interpretation (4th ed.). Los Angeles: Pyrczak.

Moffitt, T. (1993). Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100, 674–701.CrossRefPubMed

Moretti, E. (2005). Does education reduce participation in criminal activities? In H. M. Levin (Ed.), Symposium on the social costs of inadequate education conducted at teachers college. New York: Columbia University.

Muennig, P. (2005). Health returns to education interventions. In H. M. Levin (Ed.), Symposium on the social costs of inadequate education conducted at teachers college. New York: Columbia University.

Murray, C., Murray, K., & Waas, G. (2008). Child and teacher reports of teacher–student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms. Journal of Applied Developmental Psychology, 29, 49–61.CrossRef

Myers, S., & Pianta, R. (2008). Developmental commentary: Individual and contextual influences on student-teacher relationships and children’s early problem behaviors. Journal of Clinical Child and Adolescent Psychology, 37(3), 600–608.CrossRefPubMed

Obradovic, J., Pardini, D., Long, J., & Loeber, R. (2007). Measuring interpersonal callousness in boys from childhood to adolescence: An examination of longitudinal invariance and temporal stability. Journal of Clinical Child and Adolescent Psychology, 36(3), 276–292.CrossRefPubMed

Orpinas, P., & Frankowski, R. (2001). The Aggression Scale: A self-report measure of aggressive behavior for young adolescents. Journal of Early Adolescence, 21, 50–67.CrossRef

Pianta, R. C. (1997). Adult–child relationship processes and early schooling. Early Education and Development, 8(1), 11–26.

Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington D.C.: American Psychological Association.CrossRef

Pianta, R. C. (2001). Student–Teacher Relationship Scale. Odessa, FL: PAR Inc.

Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher–child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295–312.CrossRef

Reinke, W., Herman, K., Petras, H., & Ialongo, N. (2008). Empirically derived subtypes of child academic and behavior problems: Co-occurrence and distal outcomes. Journal of Abnormal Child Psychology, 36, 759–770.CrossRefPubMedPubMedCentral

Rhodes, J. E., & Lowe, S. R. (2009). Mentoring in adolescence. In Handbook of Adolescent Psychology, Vol. 2.

Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement a meta-analytic approach. Review of Educational Research, 81(4), 493–529.

Sakai, J. T., Dalwani, M. S., Gelhorn, H. L., Mikulich-Gilbertson, S. K., & Crowley, T. J. (2012). A behavioral test of accepting benefits that cost others: Associations with conduct problems and unemotionality. PLoS One, 7, 1–12.

Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: Direct and mediating effects of the Child Development Project. Social Psychology of Education, 4, 3–51.CrossRef

Split, J., & Koomen, H. (2009). Widening the view on student–teacher relationships: Teachers’ narratives concerning disruptive versus nondisruptive children. School Psychology Review, 38(1), 86–101.

Stanger, C., & Lewis, M. (1993). Agreement among parents, teachers, and children on internalizing and externalizing behavior problems. Journal of Clinical Child Psychology, 22, 107–115. doi:10.1207/s15374424jccp2201_11.CrossRef

Waldfogel, J., Garfinkel, I., & Kelly, B. (2005). Public assistance programs: How much could be saved with improved education? In H. M. Levin (Ed.), Symposium on the social costs of inadequate education conducted at teachers college. New York: Columbia University.

Wang, M. T., Brinkworth, M., & Eccles, J. (2013). Moderating effects of teacher–student relationship in adolescent trajectories of emotional and behavioral adjustment. Developmental Psychology, 49(4), 690–705.CrossRefPubMed

Waschbusch, D., & Willoughby, M. (2008). Attention-deficit/hyperactivity disorder and callous-unemotional traits as moderators of conduct problems when examining impairment and aggression in elementary school children. Aggressive Behavior, 34, 139–153.CrossRefPubMed

Wootton, J., Frick, P., Shelton, K., & Silverthorn, P. (1997). Ineffective parenting and childhood conduct problems: The moderating role of callous-unemotional traits. Journal of Consulting and Clinical Psychology, 65(2), 301–308.CrossRefPubMed

Titel: The Influence of Conduct Problems and Callous-Unemotional Traits on Academic Development Among Youth
Auteurs: Jacqueline M. Horan
Joshua L. Brown
Stephanie M. Jones
J. Lawrence Aber
Publicatiedatum: 14-09-2015
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 6/2016
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-015-0349-2

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 6/2016

Promoting Educational Resiliency in Youth with Incarcerated Parents: The Impact of Parental Incarceration, School Characteristics, and Connectedness on School Outcomes

How Do My Friends Matter? Examining Latino Adolescents’ Friendships, School Belonging, and Academic Achievement

Perceived Ethnic Discrimination by Teachers and Ethnic Minority Students’ Academic Futility: Can Parents Prepare Their Youth for Better or for Worse?

Racial Socialization, Racial Identity, and Academic Attitudes Among African American Adolescents: Examining the Moderating Influence of Parent–Adolescent Communication

Behavioral Engagement, Peer Status, and Teacher–Student Relationships in Adolescence: A Longitudinal Study on Reciprocal Influences

Transactional Links Between Teacher–Student Relationships and Adolescent Rule-Breaking Behavior and Behavioral School Engagement: Moderating Role of a Dopaminergic Genetic Profile Score