Identifying at-risk children at school entry: the usefulness of multibehavioral problem profiles.
Found that 1st-grade teacher ratings of aggressive, hyperactive-inattentive, and low levels of prosocial behaviors made unique contributions to the prediction of school outcomes (measured 2 years later) for 755 children. Person-oriented analyses compared the predictive utility of 5 screening strategies based on child problem profiles to identify children at risk for school problems. A broad screening strategy, in which children with elevations in any 1 of the 3 behavior problem dimensions were identified as "at-risk," showed lower specificity but superior sensitivity, odds ratios, and overall accuracy in the prediction of school outcomes than the other screening strategies that were more narrowly focused or were based on a total problem score. Results are discussed in terms of implications for the screening and design of preventive interventions.
Flanagan
Kelly S
KS
The Pennsylvania State University, University Park, PA 16802, USA.
Bierman
Karen L
KL
Kam
Chi-Ming
CM
D000374:Aggression / Q000523:psychology; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology; D016009:Chi-Square Distribution; D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis* / Q000517:prevention & control / Q000523:psychology*; D002657:Child Development / Q000502:physiology; D004522:Educational Status; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D008403:Mass Screening / Q000379:methods; D016017:Odds Ratio; D011237:Predictive Value of Tests; D018570:Risk Assessment; D012574:Schools; D012919:Social Behavior