Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades

Development and Psychopathology

Volumn 22, Issue 4, 2010, Pages 717-735

  Bornstein, Marc H ^a   Hahn, Chun Shin ^a   Haynes, O Maurice ^a  

^a EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH AND HUMAN DEVELOPMENT   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADAPTIVE BEHAVIOR; ADOLESCENT; ADOLESCENT DEVELOPMENT; ARTICLE; CHILD; CHILD DEVELOPMENT; FEMALE; FRIEND; HUMAN; LONGITUDINAL STUDY; MALE; PRESCHOOL CHILD; PSYCHOLOGIC TEST; PSYCHOLOGICAL ASPECT; QUESTIONNAIRE; SOCIAL ADAPTATION; SOCIAL BEHAVIOR; UNITED STATES;

ADAPTATION, PSYCHOLOGICAL; ADOLESCENT; ADOLESCENT DEVELOPMENT; CHILD; CHILD DEVELOPMENT; CHILD, PRESCHOOL; FEMALE; FRIENDS; HUMANS; LONGITUDINAL STUDIES; MALE; PSYCHOLOGICAL TESTS; QUESTIONNAIRES; SOCIAL ADJUSTMENT; SOCIAL BEHAVIOR; UNITED STATES;

EID: 78049333718     PISSN: 09545794     EISSN: 14692198     Source Type: Journal    
DOI: 10.1017/S0954579410000416     Document Type: Article

References (176)

1. Achenbach, T. M. (1991a). Integrative guide for the 1991 CBCL/4-18, YSR, and TRF profiles. Burlington, VT: University of Vermont, Department of Psychiatry.
2. Achenbach, T. M. (1991b). Manual for the Youth Self-Report and 1991 profile. Burlington, VT: University of Vermont, Department of Psychiatry.
3. Achenbach, T. M., Howell, C. T., McConaughy, S. H., & Stanger, C. (1995). Six-year predictors of problems in a national sample, III: Transition to young adult syndromes. Journal of the American Academy of Child Psychiatry, 34, 658-669.
4. Achenbach, T. M., Howell, C. T., Quay, H. C., & Conners, C. K. (1991). National survey of problems and competencies among four to sixteen-yearolds. Monographs of the Society for Research in Child Development, 56(3, Serial No. 225).
5. Akaike, H. (1987). Factor analysis and AIC. Psychometrika, 52, 317-332.
6. Allen, K., & Prior, M. (1995). Assessment of the validity of easy and difficult temperament through observed mother-child behaviors. International Journal of Behavioral Development, 18, 609-630.
7. Angold, A., Costello, E. J., & Erkanli, A. (1999). Comorbidity. Journal of Child Psychology and Psychiatry, 40, 57-87.
8. Barth, J. M., & Parke, R. D. (1993). Parent-child relationship influences on children's transition to school. Merrill-Palmer Quarterly: Journal of Developmental Psychology, 39, 173-195.
9. Bates, J. E. (1990). Conceptual and empirical linkages between temperament and behavior problems: A commentary on the Sanson, Prior, and Kyrios study. Merrill-Palmer Quarterly, 36, 193-199.
10. Bates, J. E., & Bayles, K. (1984). Objective and subjective components in mothers' perceptions of their children from age 6 months to 3 years. Merrill- Palmer Quarterly, 30, 111-130.
11. Behar, L., & Stringfield, S. (1974). A behavior rating scale for the preschool child. Developmental Psychology, 10, 601-610.
12. Beitchman, J., Nair, R., Clegg, M., Ferguson, B., & Patel, P. G. (1986). Prevalence of psychiatric disorder in children with speech and language disorders. Journal of the American Academy of Child Psychiatry, 25, 528-535.
13. Benasich, A., Curtiss, S., & Tallal, P. (1993). Language, learning and behavioural disturbances in childhood: A longitudinal perspective. Journal of the American Academy of Child & Adolescent Psychiatry, 32, 585-594.
14. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.
15. Bentler, P. M. (1995). EQS structural equations program manual. Encino, CA: Multivariate Software, Inc.
16. Bentler, P. M.,& Weeks, D. G. (1980). Linear structural equations with latent variables. Psychometrika, 45, 289-308.
17. Bentler, P. M., & Wu, E. J. C. (1995). EQS for Windows user's guide. Encino, CA: Multivariate Software, Inc.
18. Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57, 111-127.
19. Booth, C. L., Rose-Krasnor, L., & Rubin, K. H. (1991). Relating preschoolers' social competence and their mothers' parenting behaviors to early attachment security and high-risk status. Journal of Social and Personal Relationships, 8, 363-382.
20. Bornstein, M. H. (2009). Toward a model of culture$parent$ child transactions. In A. Sameroff (Ed.), The transactional model of development: How children and contexts shape each other (pp. 139-161).Washington DC: American Psychological Association.
21. Bornstein, M. H. (2010). Parents' reports about their children's lives. In A. Ben-Arieh, J. Cashmore, G. Goodman, J. Kampmann, & G. Melton (Eds.), Handbook of child research. Thousand Oaks, CA: Sage.
22. Bornstein, M. H., Brown, E., & Slater, A. (1996). Patterns of stability and continuity in attention across early infancy. Journal of Reproductive and Infant Psychology, 14, 195-206.
23. Bornstein, M. H., Haynes, O. M., O'Reilly, A.W., & Painter, K. (1996). Solitary and collaborative pretense play in early childhood: Sources of individual variation in the development of representational competence. Child Development, 67, 2910-2929.
24. Bornstein, M. H., Haynes, O. M., & Painter, K. M. (1998). Sources of child vocabulary competence: A multivariate model. Journal of Child Language, 25, 367-393.
25. Boyle, M. H., & Jones, S. C. (1985). Selecting measures of emotional and behavioral disorders of childhood for use in general populations. Journal of Child Psychology and Psychiatry, 26, 137-159.
26. Boyum, L.A., & Parke, R. D. (1995). The role of family emotional expressiveness in the development of children's social competence. Journal of Marriage & the Family, 57, 593-608.
27. Brinton, B., & Fujiki,M. (1993). Clinical forum: Language and social skills in the school-age population: Language, social skills and socioemotional behavior. Language, Speech, and Hearing Services in Schools, 24, 194-198.
28. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
29. Buhrmester, D. (1990). Intimacy of friendship, interpersonal competence, and adjustment during preadolescence and adolescence. Child Development, 61, 1101-1111.
30. Burt, K. B., Obradović, J., Long, J. D., & Masten, A. S. (2008). The interplay of social competence and psychopathology over 20 years: Testing transactional and cascade models. Child Development, 79, 359-374.
31. Buss, A. H., & Plomin, R. (1984). Temperament: Early developing personality traits. Hillsdale, NJ: Erlbaum.
32. Buss, D. M. (1981). Predicting parent-child interactions from children's activity level. Developmental Psychology, 17, 59-65.
33. Campbell, S. B. (1994). Hard-to-manage preschool boys: Externalizing behavior, social competence, and family context at two-year follow-up. Journal of Abnormal Child Psychology, 22, 147-166.
34. Campbell, S. B. (1995). Behavior problems in pre-school children: A review of recent research. Journal of Child Psychology and Psychiatry, 36, 113-149.
35. Campbell, S. B., Pierce, E.,March, C.,& Ewing, L. J. (1991). Noncompliant behavior, overactivity, and family stress as predictors of negative maternal control in preschool children. Development and Psychopathology, 3, 175-190.
36. Campbell, S. B., Pierce, E., March, C., Ewing, L. J., & Szumowski, E. K. (1994). Hard-to-manage pre-school boys: Symptomatic behavior across contexts and time. Child Development, 65, 836-851.
37. Capaldi, D. M. (1992). Co-occurrence of conduct problems and depressive symptoms in early adolescent boys: II. A 2-year follow-up at Grade 8. Development and Psychopathology, 4, 125-144.
38. Capaldi, D. M.,& Stoolmiller,M. (1999). Co-occurrence of conduct problems and depressive symptoms in early adolescent boys: III. Prediction to young-adult adjustment. Development and Psychopathology, 11, 59-84.
39. Caron, C.,& Rutter, M. (1991). Comorbidity in child psychopathology: Concepts, issues and research strategies. Journal of Child Psychology and Psychiatry, 32, 1063-1080.
40. Caspi, A., Henry, B., McGee, R. O., Moffitt, T. E., & Silva, P. A. (1995). Temperament origins of child and adolescent behavior problems: From age three to age fifteen. Child Development, 66, 55-68.
41. Caspi, A., Moffitt, T. E., Newman, D.I., & Silva, P. A. (1996). Behavioral observations at age 3 predict adult psychiatric disorders: Longitudinal evidence from a birth cohort. Archives of General Psychiatry, 53, 1033-1039.
42. Chen, X., Li, D., Li, Z., Li, B., & Liu, M. (2000). Sociable and prosocial dimension of social competence in Chinese children: Common and unique contributions to social, academic, and psychological adjustment. Developmental Psychology, 36, 302-314.
43. Chen, X., Rubin, K. H., & Li, B. (1995). Depressed mood in Chinese children: Relations with school performance and family environment. Journal of Consulting and Clinical Psychology, 63, 938-947.
44. Cicchetti, D., & Schneider-Rosen, K. (1986). An organizational approach to childhood depression. In M. Rutter, C. Izard, & P. Read (Eds.), Depression in young people: Clinical and developmental perspectives (pp. 71- 134). New York: Guilford Press.
45. Coddington, D. R. (1972). The significance of life events as etiologic factors in the diseases of children: II. A study of a normal population. Journal of Psychosomatic Research, 1, 205-213.
46. Coie, J. D., Terry, R., Lenox, K., & Lochman, J. (1995). Childhood peer rejection and aggression as predictors of stable patterns of adolescent disorder. Development and Psychopathology, 7, 697-713.
47. Cole, D. A. (1990). Relation of social and academic competence to depressive symptoms in childhood. Journal of Abnormal Psychology, 99, 422-429.
48. Cole, D. A. (1991). Preliminary support for a competency-based model of depression in children. Journal of Abnormal Psychology, 100, 181-190.
49. Cole, D. A., Martin, J. M., & Powers, B. (1997). A competency-based model of child depression: A longitudinal study of peer, parent, teacher, and selfevaluations. Journal of Child Psychology and Psychiatry, 38, 505-514.
50. Cole, D. A., Martin, J. M., Powers, B.,& Truglio, R. (1996). Modeling causal relations between academic and social competence and depression: A multitrait-multimethod longitudinal study of children. Journal of Abnormal Psychology, 105, 258-270.
51. Cole, D. A., & Maxwell, S. E. (2003). Testing mediational models with longitudinal data: Questions and tips in the use of structural equation modeling. Journal of Abnormal Psychology, 112, 558-577.
52. Costello, E. J., Angold, A., & Keeler, G. P. (1999). Adolescent outcomes of childhood disorders: The consequences of severity and impairment. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 121-128.
53. Cowan, P. A., Cowan, C. P., Schulz, M., & Heming, G. (1993). Prebirth to preschool family factors predicting children's adaptation to kindergarten. In R. Parke & S. Kellam (Eds.), Advances in family research (Vol. 4). Hillsdale, NJ: Erlbaum.
54. Crowne, D. P., & Marlowe, D. (1960). A new scale of social desirability independent of psychopathology. Journal of Consulting Psychology, 24, 963-968.
55. Dempster, A. P., Laird, N. M., & Rubin, D. B. (1977). Maximum likelihood from incomplete data via the EM algorithm. Journal of the Royal Statistical Society B: Methodological, 39, 1-38.
56. Dishion, T. J., French, D. C.,& Patterson, G. R. (1995). The development and ecology of antisocial behavior. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology (Vol. 2, pp. 421-471). New York: Wiley.
57. Dishion, T. J., & Patterson, G. R. (2006). The development and ecology of antisocial behavior in children and adolescents. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology (2nd ed., Vol. 3, pp. 503-541). New York: Wiley.
58. Dodge, K. A., & Pettit, G. S. (2003). A biopsychosocial model of the development of chronic conduct problems in adolescence. Developmental Psychology, 39, 349-371.
59. Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychology Inquiry, 9, 241-273.
60. Eisenberg, N., Fabes, R. A., Murphy, B., Maszk, P., Smith, M., & Karbon, M. (1995). The role of emotionality and regulation in children's social functioning: A longitudinal study. Child Development, 66, 1360-1384.
61. Elicker, J., Englund, M., & Sroufe, L. A. (1992). Predicting peer competence and peer relationships in childhood from early parent-child relationships. In R. D. Parke&G.W. Ladd (Eds.), Family-peer relationships: Modes of linkage (pp. 77-106). Hillsdale, NJ: Erlbaum.
62. Evans, M. A. (1996). Reticent primary grade children and their more talkative peers: Verbal, nonverbal, and self concept characteristics. Journal of Educational Psychology, 88, 739-749.
63. Farrington, D. P. (1995). The development of offending and antisocial behaviour from childhood: Key findings from the Cambridge Study in Delinquent Development. Journal of Child Psychology and Psychiatry, 36, 929-964.
64. Ferdinand, R. F., & Verhulst, F. C. (1995). Psychopathology in Dutch young adults: Enduring or changeable? Social Psychiatry and Psychiatric Epidemiology, 30, 60-64
65. Freitag, M. K., Belsky, J., Grossmann, K., Grossmann, K. E., & Scheuerer-Englisch, H. (1996). Continuity in parent-child relationships from infancy to middle childhood and relations with friendship competence. Child Development, 67, 1437-1454.
66. Furman,W., & Bierman, K. L. (1984). Children's conceptions of friendship: A multimethod study of developmental changes. Developmental Psychology, 20, 925-931.
67. Garber, J., Quiggle, N. L., Panak, W., & Dodge, K. A. (1991). Aggression and depression in children: Comorbidity, specificity, and social cognitive processing. In D. Ciccheti&S. L. Toth (Eds.), Internalizing and externalizing expressions of dysfunction. Rochester Symposium on Developmental Psychopathology (Vol. 2, pp. 225-264). Hillsdale, NJ: Erlbaum.
68. Garner, P. W., Jones, D. C., & Palmer, D. J. (1994). Social cognitive correlates of preschool children's sibling caregiving behavior. Developmental Psychology, 30, 905-911.
69. Gazelle, H., & Ladd, G. W. (2003). Anxious solitude and peer exclusion: A diathesis-stress model of internalizing trajectories in childhood. Child Development, 74, 257-278.
70. Gershoff, E. (2003). Living at the edge: Low income and the development of American's kindergartners. Washington, DC: National Center for Children in Poverty.
71. Granleese, J., & Joseph, S. (1994). Reliability of the Harter Self-Perception Profile for Children and predictors of global self-worth. Journal of Genetic Psychology, 4, 487-492.
72. Harrington, R., & Clark, A. (1998). Prevention and early intervention for depression in adolescence and early adult life. European Archives of Psychiatry and Clinical Neuroscience, 248, 32-45.
73. Hart, C. H., Olsen, S. F., Robinson, C. C., & Mandleco, B. L. (1997). The development of social and communicative competence in childhood: A reviewand a model of personal, familial, and extrafamial processes. Communication Yearbook, 20, 305-373.
74. Harter, S. (1985). Manual for the Self-Perception Profile for Children. Unpublished manuscript, University of Denver.
75. Harter, S. (1988). Manual for the Self-Perception Profile for Adolescents. Unpublished manuscript, University of Denver.
76. Harter, S., & Pike, R. (1984). The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Child Development, 55, 1969-1982.
77. Hartmann, D. P., Pelzel, K. E.,& Abbott, C. (in press). Design, measurement, and analysis in developmental research. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental science: An advanced textbook (6th ed., pp. 107-195). New York: Taylor & Francis.
78. Havighurst, R. J. (1972). Developmental tasks and education. New York: McKay. (Original work published 1948)
79. Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312, 1900-1902.
80. Hemphill, S. A. (1996). Characteristics of conduct-disordered children and their families: A review. Australian Psychologist, 31, 109-118.
81. Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127-155.
82. Hinshaw, S. P. (2002a). Intervention research, theoretical mechanisms, and causal processes related to externalizing behavior patterns. Development and Psychopathology, 14, 789-818.
83. Hinshaw, S. P. (2002b). Process, mechanism, and explanation related to externalizing behavior in developmental psychopathology. Journal of Abnormal Child Psychology, 30, 431-446.
84. Hofstra, M. B., van der Ende, J., & Verhulst, F. C. (2000). Continuity and change of psychopathology from childhood into adulthood: A 14-year follow-up study. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 850-858.
85. Hofstra, M. B., van der Ende, J., & Verhulst, F. C. (2002). Child and adolescent problems predict DSM-IV disorders in adulthood. A 14-year followup of Dutch epidemiological sample. Journal of the American Academy of Child & Adolescent Psychiatry, 41, 182-189.
86. Hollingshead, A. B. (1975). The Four-Factor Index of Social Status. Unpublished manuscript, Yale University.
87. Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
88. Huffman, L. C., Mehlinger, S. L., & Kerivan, A. S. (2000). Off to a good start; Research on the risk factors for early school problems and selected federal policies affecting children's social and emotional development and their readiness for school. Chapel Hill, NC: University of North Carolina, FPG Child Development Center.
89. Hymel, S., Rubin, K. H., Rowden, L., & LeMare, L. (1990). Children's peer relationships: Longitudinal prediction of internalizing and externalizing problems from middle to late childhood. Child Development, 61, 2004-2021.
90. Kagan, J., Snidman, N., & Arcus, D. (1995). The role of temperament in social development. Annals of the New York Academy of Sciences, 771, 485-490.
91. Kaplan, D. (2000). Structural equation modeling: Foundations and extension. Thousand Oaks, CA: Sage.
92. Kellam, S. G. (1990). Developmental epidemiological framework for family research on depression and aggression. In G. R. Patterson (Ed.), Depression and aggression in family interaction (pp. 11-48). Hillsdale, NJ: Erlbaum.
93. Kellam, S. G., Rebok, G. W., Mayer, L. S., Ialongo, N., & Kalodner, C. R. (1994). Depressive symptoms over first grade and their response to a developmental epidemiologically based preventive trial aimed at improving achievement. Development and Psychopathology, 6, 463-481.
94. Kerr, M., Tremblay, R. E., Pagani, L., & Vitaro, F. (1997). Boys' behavioral inhibition and the risk of later delinquency. Archives of General Psychiatry, 54, 809-816.
95. Kiesner, J. (2002). Depressive symptoms in early adolescence: Their relations with classroom problem behavior and peer status. Journal of Research on Adolescence, 12, 463-478.
96. Knoll, M., & Patti, J. (2003). Social-emotional learning and academic achievement. In M. J. Elias, H. Arnold, & C. Hussey (Eds.), EQ + IQ = best leadership practices for caring and successful schools (pp. 36- 49). Thousand Oaks, CA: Corwin Press.
97. Koot, H. M. (1995). Longitudinal studies of general population and community samples. In F. C. Verhulst & H. M. Koot (Eds.), The epidemiology of child and adolescent psychopathology (pp. 337-365). New York: Oxford University Press.
98. Koot, H. M., & Verhulst, F. C. (1992). Prediction of children's referral to mental health and special education services from earlier adjustment. Journal of Child Psychology and Psychiatry, 33, 717-729.
99. Ladd, G. W. (1999). Peer relationships and social competence during early and middle childhood. Annual Review of Psychology, 50, 333-359.
100. Ladd, G.W. (2005). Children's peer relations and social competence: A century of progress. New Haven, CT: Yale University Press.
101. Ladd, G. W. (2007). Social learning in the peer context. In O. N. Saracho & B. Spodek (Eds.), Contemporary perspectives on socialization and social development in early childhood education (pp. 133-164). Charlotte, NC: Information Age.
102. Lahey, B. B., Loeber, R., Burke, J., Rathouz, P. J., & McBurnett, K. (2002). Waxing and waning in concert: Dynamic comorbidity of conduct disorder with other disruptive and emotional problems over 7 years among clinic-referred boys. Journal of Abnormal Psychology, 111, 556-567.
103. Larson, R.W., Raffaelli, M., Richards, M. H., Ham, M., & Jewell, L. (1990). Ecology of depression in late childhood and early adolescence:A profile of daily states and activities. Journal of Abnormal Psychology, 99, 92-102.
104. Lavigne, J. V., Arend, R., Rosenbaum, D., Binns, H. J., Christoffel, K. K., & Gibbons, R. D. (1998). Psychiatric disorders with onset in the preschool years: II. Correlates and predictors of stable case status. Journal of the American Academy of Child & Adolescent Psychiatry, 37, 1255-1261.
105. Lewinsohn, P. M., Rohde, P., Klein, D. N., & Seeley, J. R. (1999). Natural course of adolescent major depressive disorder: I. Continuity into young adulthood. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 56-63.
106. Loeber, R., & Keenan, K. (1994). Interaction between conduct disorder and its comorbid conditions: Effects of age and gender. Clinical Psychology Review, 14, 497-523.
107. Luster, T.,& McAdoo, H. (1996). Family and child influences on educational attainment: A secondary analysis of the high/scope Perry preschool data. Developmental Psychology, 32, 26-39.
108. Lynam, D. R., Moffitt, T., & Stouthamer-Loeber, M. (1993). Explaining the relationship between IQ and delinquency: Class, race, test motivation, school failure or self-control? Journal of Abnormal Psychology, 102, 187-196.
109. Mardia, K. V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57, 519-530.
110. Masten, A. S. (2005). Peer relationships and psychopathology in developmental perspective: Reflections on progress and promise. Journal of Clinical Child and Adolescent Psychology, 34, 87-92.
111. Masten, A. S., Burt, K. B., & Coatsworth, J. D. (2006). Competence and psychopathology in development. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology (2nd ed., Vol. 3, pp. 696-738). New York: Wiley.
112. Masten, A. S., & Coatsworth, J. D. (1995). Competence, resilience, and psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Vol.2. Risk, disorder, and adaptation (pp. 715-752). New York: Wiley.
113. Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53, 205-220.
114. Masten, A. S., & Curtis,W. J. (2000). Integrating competence and psychopathology: Pathways toward a comprehensive science of adaptation in development. Development and Psychopathology, 12, 529-550.
115. Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Riley, J. R., & Tellegen, A. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733-746.
116. McCall, R. B. (1981). Nature-nurture and the two realms of development: A proposed integration with respect of mental development. Child Development, 52, 1-12.
117. McConaughy, S. H., Stanger, C., & Achenbach, T. M. (1992). Three-year course of behavioral/emotional problems in a national sample of 4- to 16-year-olds: I. Agreement among informants. Journal of the American Academy of Child & Adolescent Psychiatry, 31, 932-940.
118. McGee, R., Feehan, M., Williams, S., & Anderson, J. (1992). DSM-III disorders from age 11 to age 15 years. Journal of the American Academy of Child & Adolescent Psychiatry, 31, 50-59.
119. Mendez, J. L., Fantuzzo, J., & Cicchetti, D. (2002). Profiles of social competence among low-income African American preschool children. Child Development, 73, 1085-1100.
120. Mendez, J. L., McDermott, P., & Fantuzzo, J. (2002). Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations. Psychology in the Schools, 39, 111-123.
121. Mesman, J., Bongers, I. L., & Koot, H. M. (2001). Preschool developmental pathways to preadolescent internalizing and externalizing problems. Journal of Child Psychology and Psychiatry, 42, 679-689.
122. Mesman, J., & Koot, H. M. (2001). Early preschool predictors of preadolescent internalizing and externalizing DSM-IV diagnoses. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 1029-1036.
123. Moffitt, T. E., & Caspi, A. (2001). Childhood predictors differentiate lifecourse persistent and adolescence-limited antisocial pathways among males and females. Development and Psychopathology, 13, 355-375.
124. Moffitt, T. E., Caspi, A., Harrington, H., & Milne, B. J. (2002). Males on the life-course-persistent and adolescence-limited antisocial pathways: Follow-up at age 26 years. Development and Psychopathology, 14, 179-207.
125. Moffitt, T. E., & Lynam, D. R. (1994). The neuropsychology of conduct disorder and delinquency: Implications for understanding antisocial behaviour. In D. Fowles, P. Sutker, & S. Goodman (Eds.), Psychopathology and antisocial personality: A developmental perspective (pp. 233-62). New York: Springer.
126. Nelson, B., Martin, R. P., Hodge, S., Havill, V., & Kamphaus, R. (1999). Modeling the prediction of elementary school adjustment from preschool temperament. Personality and Individual Differences, 26, 687-700.
127. Obradović, J., Burt, K. B., & Masten, A. S. (2010). Testing a dual cascade model linking competence and symptoms over 20 years from childhood to adulthood. Journal of Clinical Child & Adolescent Psychology, 39, 90-102.
128. Obradović, J., van Dulmen, M., Yates, T., Carlson, E., & Egeland, B. (2006). Developmental assessment of competence from early childhood to middle adolescence. Journal of Adolescence, 29, 857-889.
129. Ollendick, T. H., Greene, R. W., Francis, G., & Baum, C. G. (1991). Sociometric status: Its stability and validity among neglected, rejected and popular children. Journal of Child Psychology and Psychiatry, 32, 525-534.
130. Olson, S. L., & Hoza, B. (1993). Preschool developmental antecedents of conduct problems in children beginning school. Journal of Clinical Child Psychology, 22, 60-67.
131. Owens, E. B., Shaw, D. S., Giovannelli, J., Garcia, M. M., & Yaggi, K. (1999). Factors associated with behavioral competence at school among young boys from multi-problem low-income families. Early Education and Development, 10, 135-162.
132. Panak, W. F., & Garber, J. (1992). Role of aggression, rejection, and attributions in the prediction of depression in children. Development and Psychopathology, 4, 145-165.
133. Parke, R. D., & Ladd, G. W. (Eds.). (1992), Family-peer relationships: Modes of linkage. Hillsdale, NJ: Erlbaum.
134. Parker, J. G., Rubin, K. H., Erath, S. A.,Wojslawowicz, J. C., & Buskirk, A. A. (2006). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology (2nd ed., Vol. 1, pp. 419-493). New York: Wiley.
135. Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). A social interactional approach: Vol.4. Antisocial boys. Eugene, OR: Castaglia.
136. Pine, D. S., Cohen, E., Cohen, P., & Brook, J. S. (2000). Social phobia and the persistence of conduct problems. Journal of Child Psychology and Psychiatry, 41, 657-665.
137. Pine, D. S., Cohen, P., Gurley, D., Brook, J., & Ma, Y. (1998). The risk for early-adulthood anxiety and depressive disorders in adolescents with anxiety and depressive disorders. Archives of General Psychiatry, 55, 56-64.
138. Pulkkinen, L., & Caspi, A. (2002). Paths to successful development: Personality in the life course. New York: Cambridge University Press.
139. Raver, C. C., & Zigler, E. F. (1997). Social competence: An untapped dimension in evaluating Head Start's success. Early Childhood Research Quarterly, 12, 363-385.
140. Reynolds, W. M. (1982). Development of reliable and valid short forms of the Marlowe-Crowne Social Desirability Scale. Journal of Clinical Psychology, 38, 119-125.
141. Robins, L. N. (1986). The consequences of conduct disorders in girls. In D. Olweus, J. Block, &M. Radke-Yarrow (Eds.), Development of antisocial and prosocial behavior: Research, theories, and issues (pp. 385-414). Orlando, FL: Harcourt Brace Jovanovich.
142. Roisman, G. I., Masten, A. S., Coatsworth, J. D., & Tellegen, A. (2004). Salient and emerging developmental tasks in the transition to adulthood. Child Development, 75, 1-11.
143. Rose, S. L., Rose, S. A., & Feldman, J. F. (1989). Stability of behavior problems in very young children. Development and Psychopathology, 1, 5-19.
144. Rubin, K. H., Bukowski, W., & Parker, J. G. (1998). Peer interactions, relationships, and groups. In N. Eisenberg (Ed.), Handbook of child psychology: Vol.3. Social, emotional, and personality development (5th ed., pp. 619-700). New York: Wiley.
145. Rubin, K. H., Bukowski,W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In W. Damon, R. M. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology (6th ed., Vol. 3, pp. 571-645). New York: Wiley.
146. Rubin, K. H., Chen, X., McDougall, P., Bowker, A., & McKinnon, J. (1995). TheWaterloo Longitudinal Project: Predicting internalizing and externalizing problems in adolescence. Development and Psychopathology, 7, 751-764.
147. Rubin, K. H., Hymel, S., Mills, R. S. L., & Rose-Krasnor, L. (1991). Conceptualizing different developmental pathways to and from social isolation in childhood. InD.Cicchetti&S. L. Toth (Eds.),Rochester SymposiumonDevelopmental Psychopathology (Vol. 2, pp. 91-122).Hillsdale,NJ: Erlbaum.
148. Rudolph, K. D., Hammen, C., & Burge, D. (1995). Cognitive representations of self, family, and peers in school-age children: Links with social competence and sociometric status. Child Development, 36, 413-424.
149. Rutter, M., Kim-Cohen, J., & Maughan, B. (2006). Continuities and discontinuities in psychopathology between childhood and adult life. Journal of Child Psychology and Psychiatry, 47, 276-295.
150. Rutter, M., & Sroufe, L. A. (2000). Developmental psychopathology: Concepts and challenges. Development and Psychopathology, 12, 265-296.
151. Sanson, A., Pedlow, R., Cann,W., Prior, M.,& Oberklaid, F. (1996). Shyness ratings: Stability and correlates in early childhood. International Journal of Behavioral Development, 19, 705-724.
152. Sameroff, A. J. (Ed.). (2009). The transactional model of development: How children and contexts shape each other.Washington, DC: American Psychological Association.
153. Satorra, A., & Bentler, P. M. (1988). Scaling corrections for statistics in covariance structure analysis. UCLA Statistics Series 2. Los Angeles: University of California, Los Angeles.
154. Satorra, A.,& Bentler, P. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In A. Von Eye & C. C. Clogg (Eds.), Latent variable analysis: Applications for developmental research (pp. 399-419). Thousand Oaks, CA: Sage.
155. Selman, R. L. (1980). The growth of interpersonal understanding: Developmental and clinical analyses. New York: Academic Press.
156. Serafica, F. C. (1982). Conceptions of friendship and interaction between friends: An organismic-developmental perspective. In F. C. Serafica (Ed.), Social cognitive development in context. New York: Guilford Press.
157. Shaffer, A., Burt, K. B., Obradović, J., Herbers, J. E.,& Masten, A. S. (2009). Intergenerational continuity in parenting quality: The mediating role of social competence. Developmental Psychology, 45, 1227-1240.
158. Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland Adaptive Behavior Scales survey form manual (interview edition). Circle Pines, MN: American Guidance Service.
159. Sroufe, L. A. (1979). The coherence of individual development: Early care, attachment, and subsequent developmental issues. American Psychologist, 34, 834-841.
160. Sroufe, L. A., Egeland, B., & Carlson, E. A. (1999). One social world: The integrated development of parent-child and peer relationships. In W. A. Collins & B. Laursen (Eds.), Relationships as developmental contexts (pp. 241-261). Mahwah, NJ: Erlbaum.
161. Sroufe, L. A., Egeland, B., & Kreutzer, T. (1990). The fate of early experience following developmental change: Longitudinal approaches to individual adaptation in childhood. Child Development, 61, 1363-1373.
162. Stanger, C., Achenbach, T. M., & Verhulst, F. C. (1997). Accelerated longitudinal comparisons of aggressive versus delinquent syndromes. Development and Psychopathology, 9, 43-58.
163. Stanger, C., & Lewis, M. (1993). Agreement among parents, teachers, and children on internalizing and externalizing behavior problems. Journal of Clinical Child Psychology, 22, 107-115.
164. Stevenson, J., Richman, N., & Graham, P. (1985). Behavior problems and language abilities at three years and behavioral deviance at eight years. Journal of Child Psychology and Psychiatry and Allied Disciplines, 26, 215-230.
165. Tilton-Weaver, L. C., & Kakihara, F. (2008). United States of America. In J. J. Arnett (Ed.), International encyclopedia of adolescence (pp. 1061- 1076). New York: Routledge.
166. US Census Bureau. (2004). Table 1. Total population by age, race and Hispanic or Latino origin for the United States: 2000. Retrieved June 23, 2006, from http://www.census.gov/population/cen2000/phc-t9/tab01.pdf
167. van der Valk, J. C., van den Oord, E. J. C. G.,Verhulst, F. C.,& Boomsma, D. I. (2003). Using common and unique parental views to study the etiology of 7-year-old twins' internalizing and externalizing problems. Behavior Genetics, 33, 409-420.
168. Verhulst, F. C., Eussen, M. L. J. M., Berden, G. F. M. G., Sanders-Woudstra, J., & van der Ende, J. (1993). Pathways of problem behaviors from childhood to adolescence. Journal of the American Academy of Child & Adolescent Psychiatry, 32, 388-396.
169. Verhulst, F. C., & Koot, H. M. (1992). The stability of externalizing behaviors in an epidemiological sample. In H. Remschmidt & M. H. Schmidt (Eds.), Developmental psychopathology, child and youth psychiatry: European perspectives (Vol. 2, pp. 139-149). Ashland, OH: Hogrefe & Huber.
170. Verhulst, F. C.,& van der Ende, J. (1995). The eight-year stability of problem behavior in an epidemiologic sample. Pediatric Research, 38, 612-617.
171. Volling, B. L., MacKinnon-Lewis, C., Rabiner, D., & Baradaran, L. P. (1993). Children's social competence and sociometric status: Further exploration of aggression, social withdrawal, and peer rejection. Development and Psychopathology, 5, 459-483.
172. Webster-Stratton, C., & Taylor, T. (2001). Nipping early risk factors in the bud: Preventing substance abuse, delinquency, and violence in adolescence through interventions targeted at young children (0-8 years). Prevention Science, 2, 165-192.
173. Wechsler, D. (1989). Wechsler Preschool and Primary Scale of Intelligence manual-Revised. San Antonio, TX: Psychological Corporation.
174. Wechsler, D. (1991). Wechsler Intelligence Scale for Children manual (3rd ed.). San Antonio, TX: Psychological Corporation.
175. Wichstraum, L. (1995). Harter's self-perception profile for adolescents: Reliability, validity, and evaluation of the question format. Journal of Personality Assessment, 65, 100-116.
176. Wohlwill, J. F. (1973). The study of behavioral development. New York: Academic Press.