Longitudinal predictors of school-age academic achievement: Unique contributions of toddler-age aggression, oppositionality, inattention, and hyperactivity

Journal of Abnormal Child Psychology

Volumn 40, Issue 8, 2012, Pages 1289-1300

  Brennan, Lauretta M ^a   Shaw, Daniel S ^a   Dishion, Thomas J ^b   Wilson, Melvin ^c  

^a UNIVERSITY OF PITTSBURGH SCHOOL OF MEDICINE   (United States)

^b ARIZONA STATE UNIVERSITY   (United States)

^c UNIVERSITY OF VIRGINIA   (United States)

Author keywords

Developmental psychopathology; Disruptive behavior; Intervention; Parenting; Risk factors

Indexed keywords

ADAPTATION; AGGRESSION; ARTICLE; ATTENTION; BEHAVIOR DISORDER; CHILD; CHILD DEVELOPMENT; EDUCATIONAL STATUS; FEMALE; FORECASTING; HUMAN; IMPULSIVENESS; LONGITUDINAL STUDY; MALE; PARENT; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; RISK;

ADAPTATION, PHYSIOLOGICAL; AGGRESSION; ATTENTION; CHILD; CHILD BEHAVIOR DISORDERS; CHILD DEVELOPMENT; CHILD, PRESCHOOL; EDUCATIONAL STATUS; FEMALE; FORECASTING; HUMANS; IMPULSIVE BEHAVIOR; LONGITUDINAL STUDIES; MALE; PARENTS; RISK;

EID: 84867852332     PISSN: 00910627     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10802-012-9639-2     Document Type: Article

References (42)

1. Achenbach, T. M.; & Rescorla, L. A. (2000). Manual for the ASEBA preschool forms and profiles. Burlington: University of Vermont Department of Psychiatry.
2. Achenbach, T. M.; & Rescorla, L. (2001). Manual for the ASEBA school-age forms and profiles. Burlington: University of Vermont, Research Center for Children, Youth, and Families.
3. Barkley, R. A. (2003). Attention-deficit/hyperactivity disorder. In E. J. Mash & R. A. Barkley (Eds.), Chid psychopathology (2nd ed.; pp. 75-143). New York: Guilford Press.
4. Barriga, A. Q.; Doran, J. W.; Newell, S. R.; Morrison, E. M.; Barbetti, V.; & Robbins, B. D. (2002). Relationships between problem behaviors and academic achievement in adolescents: the unique role of attention problems. Journal of Emotional and Behavioral Disorders, 10, 233-240.
5. Breslau, N.; Breslau, J.; Peterson, E.; Miller, E.; Lucia, V. C.; Bohnert, K.; et al. (2010). Change in teachers' ratings of attention problems and subsequent change in academic achievement: a prospective analysis. Psychological Medicine, 40, 159-166.
6. Broidy, L. M.; Nagin, D. S.; Tremblay, R. E.; Bates, J. E.; Brame, B.; Dodge, K. A.; et al. (2003). Developmental trajectories of childhood disruptive behaviors and adolescent delinquency: a six-site, cross-national study. Developmental Psychology, 39, 222-245.
7. Brooks-Gunn, J.; & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7, 55-71.
8. Bub, K. L.; McCartney, K.; & Willett, J. B. (2007). Behavior problem trajectories and first-grade cognitive ability and achievement skills: a latent growth curve analysis. Journal of Educational Psychology, 90, 653-670.
9. Campbell, S. B. (2002). Behavior problems in preschool children: Clinical and developmental issues (2nd ed.). New York: Guilford Press.
10. Campbell, S. B.; Shaw, D. S.; & Gilliom, M. (2000). Early externalizing behavior problems: toddlers and preschoolers at risk for later maladjustment. Development and Psychopathology, 12, 467-488.
11. Campbell, S. B.; Spieker, S.; Burchinal, M. R.; Poe, M. D.; & The NICHD ECCRN. (2006). Trajectories of aggression from toddlerhood to age 9 predict academic and social functioning through age 12. Journal of Child Psychology and Psychiatry, 47, 791-800.
12. Dishion, T. J.; Shaw, D. S.; Connell, A. M.; Gardner, F.; Weaver, C.; & Wilson, M. (2008). The Family Check-Up with high-risk indigent families: preventing problem behavior by increasing parents' positive behavior support in early childhood. Child Development, 79, 1395-1414.
13. Duncan, G. J.; Dowsett, C. J.; Claessens, A.; Magnuson, K.; Huston, A. C.; Klebanov, P.; et al. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1466.
14. Eisenberg, N.; Valiente, C.; Morris, A. S.; Fabes, R. A.; Cumberland, A.; Reiser, M.; et al. (2003). Longitudinal relations among parental emotional expressivity, children's regulation, and quality of socioemotional functioning. Developmental Psychology, 39, 3-18.
15. Englund, M. M.; Luckner, A. E.; Whaley, G. J.; & Egeland, B. (2004). Children's achievement in early elementary school: longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology, 96, 723-730.
16. Fergusson, D.; & Horwood, L. (1995). Early disruptive behavior, IQ, and school achievement and delinquent behavior. Journal of Abnormal Child Psychology, 23, 183-199.
17. Fluharty, N. B. (2001). Fluharty 2: Fluharty preschool speech and language screen test (2nd ed.). Austin: Pro-Ed.
18. Friedman-Weieneth, J. L.; Harvey, E. A.; Youngwirth, S. D.; & Goldstein, L. H. (2007). The relation between 3-year-old children's skills and their hyperactivity, inattention, and aggression. Journal of Educational Psychology, 99, 671-681.
19. Gross, H. E.; Shaw, D. S.; Burwell, R. A.; & Nagin, D. S. (2009). Transactional processes in child disruptive behavior and maternal depression: a longitudinal study from early childhood to adolescence. Development and Psychopathology, 21, 139-156.
20. Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127-155.
21. Lunkenheimer, E. S.; Dishion, T. J.; Shaw, D. S.; Connell, A. M.; Gardner, F.; Wilson, M.; et al. (2008). Collateral benefits of the Family Check-Up on early childhood school readiness: indirect effects of parents' positive behavior support. Developmental Psychology, 44, 1737-1752.
22. MacKinnon, D. P.; Fritz, M. S.; Williams, J.; & Lockwood, C. M. (2007). Distribution of the product confidence limits for the indirect effect: Program PRODCLIN. Behavior Research Methods, 39, 384-389.
23. Massetti, G. M.; Lahey, B. B.; Pelham, W. E.; Loney, J.; Ehrhardt, A.; Lee, S. S.; et al. (2008). Academic achievement over 8 years among children who met modified criteria for AD/HD at 4-6 years of age. Journal of Abnormal Child Psychology, 36, 399-410.
24. Merrell, C.; & Tymms, P. (2001). Inattention, hyperactivity, impulsiveness: impact on academic achievement and progress. British Journal of Educational Psychology, 71, 43-56.
25. Moilanen, K. L.; & Shaw, D. S. (2010). Developmental cascades: externalizing, internalizing and academic competence from middle childhood to early adolescence. Development and Psychopathology, 22, 635-653.
26. Muthén, B.; & Muthén, L. (2007). Mplus user's guide (4th ed.). Los Angeles.
27. Patterson, G. R.; Reid, J. B.; & Dishion, T. J. (1992). Antisocial boys. Eugene: Castalia.
28. Rapport, M. D.; Scanlan, S. W.; & Denney, C. B. (1999). Attention-deficit/hyperactivity disorder and scholastic achievement: a model of dual development pathways. Journal of Child Psychology and Psychiatry, 40, 1169-1183.
29. Robinson, E. A.; Eyberg, S. M.; & Ross, A. W. (1980). The standardization of an inventory of child conduct problem behaviors. Journal of Clinical Child Psychology, 9, 22-28.
30. Sanson, A.; Smart, D.; Prior, M.; & Oberklaid, F. (1993). Precursors of hyperactivity and aggression. Journal of the American Academy of Child and Adolescent Psychiatry, 32, 1207-1216.
31. Saudino, K. J.; & Plomin, R. (2007). Why are hyperactivity and academic achievement related? Child Development, 78, 972-986.
32. Shaw, D. S.; Lacourse, E.; & Nagin, D. S. (2005). Developmental trajectories of conduct problems and hyperactivity from ages 2 to 10. Journal of Child Psychology and Psychiatry, 46, 931-942.
33. Shaw, D. S.; Connell, A.; Dishion, T. J.; Wilson, M. N.; & Gardner, F. (2009). Improvements in maternal depression as a mediator of intervention effects on early childhood problem behavior. Development and Psychopathology, 21, 417-439.
34. Shinn, M. R.; Ramsey, E.; Walker, H. M.; Stieber, S.; & O'Neill, R. E. (1987). Antisocial behavior in school settings: Initial differences in an at risk and normal population. The Journal of Special Education, 21, 69-84.
35. Stipek, D.; & Miles, S. (2008). Effects of aggression on achievement: does conflict with the teacher make it worse? Child Development, 79, 1721-1735.
36. Taylor, L. C.; Clayton, J. D.; & Rowley, S. J. (2004). Academic socialization: understanding parental influences on children's school-related development in the early years. Review of General Psychology, 8, 163-178.
37. Tremblay, R. E.; Masse, B.; Perron, D.; Leblanc, M.; Schwartzman, A. E.; & Ledingham, J. E. (1992). Early disruptive behavior, poor school achievement, delinquent behavior, and delinquent personality: Longitudinal analyses. Journal of Consulting and Clinical Psychology, 60, 64-72.
38. Vitaro, F.; Brendgen, M.; Larose, S.; & Tremblay, R. E. (2005). Kindergarten disruptive behaviors, protective factors, and educational achievement by early adulthood. Journal of Educational Psychology, 97, 617-629.
39. Waschbusch, D. A. (2002). A meta-analytic examination of comorbid hyperactive-impulsive-attention problems and conduct problems. Psychological Bulletin, 128, 118-150.
40. Wilson, J. M.; & Marcotte, A. C. (1996). Psychosocial adjustment and educational outcome in adolescents with a childhood diagnosis of Attention Deficit Disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 579-587.
41. Woodcock, R.; McGrew, K.; & Mather, N. (2001). Woodcock-Johnson III tests of achievement. Itasca: Riverside Publishing.
42. Young, S.; & Amarasinghe, J. (2010). Practitioner review: non-pharmacological treatments for ADHD: a lifespan approach. Journal of Child Psychology and Psychiatry, 51, 116-133.