title: The implications of different developmental patterns of disruptive behavior problems for school adjustment. Conduct Problems Prevention Research Group.
abstract: Based upon developmental models of disruptive behavior problems, this study examined the hypothesis that the nature of a child's externalizing problems at home may be important in predicting the probability of and nature of school adjustment problems at school entry. Parent ratings were collected for a sample of 631 behaviorally disruptive children using the Child Behavior Checklist. Confirmatory factor analyses revealed differentiated ratings of oppositional, aggressive, and hyperactive/inattentive behaviors at home. Teacher and peer nominations assessed school adjustment at the end of first grade. As expected from a developmental perspective, aggressive behaviors indicated more severe dysfunction and were more likely to generalize to the school setting than were oppositional behaviors. Hyperactive/inattentive behaviors at home led to more classroom disruption than did aggressive or oppositional behaviors. Co-occurring patterns of oppositional/aggressive and hyperactive/inattentive behaviors were more common than were single-problem patterns, and were associated with broad dysfunction in the social and classroom contexts. The results were interpreted within a developmental framework, in which oppositional, aggressive, and hyperactive/inattentive behaviors may reflect distinct (as well as shared) developmental processes that have implications for the home-to-school generalization of behavior problems and subsequent school adjustment.
authors.affiliation: The Pennsylvania State University, University Park 16802, USA.
authors.forename: E A
authors.initials: EA
authors.lastname: Stormshak
authors.forename: K L
authors.initials: KL
authors.lastname: Bierman
mesh_terms: D000374:Aggression; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology*; D019958:Attention Deficit and Disruptive Behavior Disorders / Q000523:psychology*; D016009:Chi-Square Distribution; D002648:Child; D002657:Child Development; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D010290:Parents; D012574:Schools; D012917:Social Adjustment; D012919:Social Behavior; D014861:Washington