e-journal

Longitudinal Predictors of School-Age Academic Achievement:Unique Contributions of Toddler-Age Aggression, Oppositionality, Inattention, and Hyperactivity

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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.

Keywords Disruptive behavior . Developmental psychopathology . Intervention . Parenting . Risk factors

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Ketersediaan

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Informasi Detail

Judul Seri

J Abnorm Child Psychol

No. Panggil

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Penerbit

: Business Media., 2012

Deskripsi Fisik

J Abnorm Child Psychol (2012) 40:1289–1300

Bahasa

English

ISBN/ISSN

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Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PSIKOLOGI

Info Detail Spesifik

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Pernyataan Tanggungjawab

Asmawati/Hasnidar

Versi lain/terkait

Lampiran Berkas

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