6-YEAR DEVELOPMENTAL COURSE OF INTERNALIZING AND EXTERNALIZING PROBLEM BEHAVIORS
6-YEAR DEVELOPMENTAL COURSE OF INTERNALIZING AND EXTERNALIZING PROBLEM BEHAVIORS
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DOI：
10.1097/00004583-199209000-00022
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发表时间：
1992-09-01
影响因子：
13.3
通讯作者：
VANDERENDE, J
中科院分区：
文献类型：
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作者：
VERHULST, FC;VANDERENDE, J
采用儿童行为量表对936名儿童的父母报告的问题行为进行了为期6年的流行病学调查。6年后，在问题总分的偏差范围内得分的儿童比在时间1没有偏差的儿童高出9倍(优势比9.0)。在时间1的偏差儿童中，33%的儿童在时间4时有偏差。外在性问题和内在性问题的持续性没有差异。这强调了内部化问题不应被忽视的观念。尽管这项研究表明，在6年的时间间隔内，儿童的问题行为具有适度的稳定性，但儿童的问题行为不应被视为静态的。许多儿童的功能水平随着时间的推移而发生变化。然而，极端的变化是例外，而不是规则。
The 6-year developmental course of parent-reported problem behavior in an epidemiological sample of 936 children assessed with the Child Behavior Checklist at 2-year intervals was determined. Children who were scored in the deviant range of the total problem score at time 1 were nine times more likely to be scored deviant 6 years later than were children who were not deviant at time 1 (odds ratio 9.0). Of the deviant children at time 1, 33% were deviant at time 4. There was no difference in the persistence of externalizing versus internalizing problems. This underscores die notion that internalizing problems should not be disregarded. Although this study demonstrated moderate stability of problem behaviors across a 6-year interval, children's problem behaviors should not be regarded as static. Many children showed changes in their level of functioning across time. However, extreme changes were the exception rather than the rule.