Predictors and consequences of aggressive-withdrawn problem profiles in early grade school

J Clin Child Adolesc Psychol. 2002 Sep;31(3):299-311. doi: 10.1207/S15374424JCCP3103_02.

Abstract

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first-grade children who exhibited 4 different behavior problem profiles from an initial sample of 754: aggressive-withdrawn (n = 63.8%) aggressive only (n = 165, 22%), withdrawn only (n = 94, 12%), and nonproblem (n = 432, 57%). Group comparisons revealed that children who became aggressive-withdrawn in first grade exhibited deficits in attention and social skills in kindergarten. Furthermore, these kindergarten deficits contributed to the emergence of their aggressive-withdrawn behavior problems in first grade, after accounting for kindergarten levels of aggressive and withdrawn behaviors. In later grades, aggressive-withdrawn first-grade children were more likely than children in any other group to demonstrate poor peer relations and poor academic performance. In addition, kindergarten skill deficits added to first-grade aggressive and withdrawn behavior problems to predict third-grade social and academic adjustment difficulties. The results document the key role of early inattention and social skill deficits in the prediction of aggressive-withdrawn problem profiles, validate the significance of this problem profile at school entry, and identify potential developmental mechanisms that have implications for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.

Publication types

  • Research Support, U.S. Gov't, Non-P.H.S.
  • Research Support, U.S. Gov't, P.H.S.

MeSH terms

  • Achievement
  • Adaptation, Psychological
  • Aggression / psychology*
  • Attention
  • Child
  • Child Behavior Disorders / epidemiology
  • Child Behavior Disorders / psychology
  • Child, Preschool
  • Female
  • Humans
  • Male
  • Peer Group
  • Prospective Studies
  • Social Alienation / psychology*
  • Socialization