title: Longitudinal predictors of school-age academic achievement: unique contributions of toddler-age aggression, oppositionality, inattention, and hyperactivity.
abstract: 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.
authors.affiliation: Department of Psychology, University of Pittsburgh, 4427 Sennott Square, 210 S. Bouquet Street, Pittsburgh, PA 15260, USA. lmb103@pitt.edu
authors.forename: Lauretta M
authors.initials: LM
authors.lastname: Brennan
authors.forename: Daniel S
authors.initials: DS
authors.lastname: Shaw
authors.forename: Thomas J
authors.initials: TJ
authors.lastname: Dishion
authors.forename: Melvin
authors.initials: M
authors.lastname: Wilson
mesh_terms: D000222:Adaptation, Physiological; D000374:Aggression; D001288:Attention; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology; D002657:Child Development; D002675:Child, Preschool; D004522:Educational Status; D005260:Female; D005544:Forecasting; D006801:Humans; D007175:Impulsive Behavior / Q000523:psychology; D008137:Longitudinal Studies; D008297:Male; D010290:Parents; D012306:Risk