Empirically derived subtypes of child academic and behavior problems: Co-occurrence and distal outcomes
Empirically derived subtypes of child academic and behavior problems: Co-occurrence and distal outcomes
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DOI：
10.1007/s10802-007-9208-2
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发表时间：
2008-07-01
影响因子：
3.6
通讯作者：
Ialongo, Nicholas S.
中科院分区：
文献类型：
--
作者：
Reinke, Wendy M.;Herman, Keith C.;Ialongo, Nicholas S.
本研究的目的是确定进入一年级时存在不同学业和行为问题的儿童班级。对 678 名主要是低收入非裔美国儿童的纵向社区样本进行了潜在类别分析。结果发现了多个儿童子类，其中一个类同时存在学业和行为问题。性别差异与所确定的班级数量以及儿童学业和行为问题的特征有关。几个已确定的类别，特别是男女同时出现的学业和行为问题子类别，预测了六年级的负面长期结果，包括学业失败、接受特殊教育服务、与异常同龄人交往、停学以及行为问题风险升高。学业和行为问题的子类别预测负面的长期结果这一发现证实了所确定类别的重要性以及针对具有相关类别特征的儿童进行针对性干预的必要性。讨论了对有学业失败和破坏性行为问题风险的儿童进行早期识别、预防和干预的意义。
The aim of this study was to identify classes of children at entry into first grade with different patterns of academic and behavior problems. A latent class analysis was conducted with a longitudinal community sample of 678 predominantly low-income African American children. Results identified multiple subclasses of children, including a class with co-occurring academic and behavior problems. Gender differences were found in relation to the number of identified classes and the characteristics of academic and behavior problems for children. Several of the identified classes, particularly the co-occurring academic and behavior problems subclass for both genders, predicted negative long-term outcomes in sixth grade, including academic failure, receipt of special education services, affiliation with deviant peers, suspension from school, and elevated risk for conduct problems. The finding that subclasses of academic and behavior problems predict negative long-term outcomes validates the importance of the identified classes and the need to target interventions for children presenting with the associated class characteristics. Implications for early identification, prevention, and intervention for children at risk for academic failure and disruptive behavior problems are discussed.