TY - JOUR
T1 - Longitudinal predictors of school-age academic achievement
T2 - Unique contributions of toddler-age aggression, oppositionality, inattention, and hyperactivity
AU - Brennan, Lauretta M.
AU - Shaw, Daniel S.
AU - Dishion, Thomas J.
AU - Wilson, Melvin
PY - 2012/11
Y1 - 2012/11
N2 - 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.
AB - 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.
KW - Developmental psychopathology
KW - Disruptive behavior
KW - Intervention
KW - Parenting
KW - Risk factors
UR - http://www.scopus.com/inward/record.url?scp=84867852332&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84867852332&partnerID=8YFLogxK
U2 - 10.1007/s10802-012-9639-2
DO - 10.1007/s10802-012-9639-2
M3 - Article
C2 - 22527610
AN - SCOPUS:84867852332
SN - 0091-0627
VL - 40
SP - 1289
EP - 1300
JO - Journal of Abnormal Child Psychology
JF - Journal of Abnormal Child Psychology
IS - 8
ER -