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Kindergarten predictors of boys' stable behavior problems at the end of elementary school

Abstract

This study predicted stable social maladjustment at ages 10, 11, and 12 from teacher behavioral ratings in kindergarten and a measure of family demographics. Kindergarten teachers rated 1,034 boys on hyperactivity, aggression, inattention, anxiety–withdrawal, and prosocial behavior. Sociodemographic information was collected from the parents. At ages 10, 11, and 12, teacher, parent, peer, and self-report behavior ratings were collected on 743 boys. School achievement was documented from school records. Boys whose average scores on each of the five behavioral ratings across ages 10, 11, and 12 were above the 90th percentile according to at least two informants were defined as having stable behavioral problems. From teacher ratings collected in kindergarten and family demographics, logistic regression analyses predicted stable social maladjustment. For each negative outcome there was a unique set of predictors. The results are discussed with reference to the early identification of children who are at risk.

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Correspondence to Claude Gagnon.

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This research was supported by a grant from the Conseil Québécois de la Recherche Sociale. We would also like to thank H. Beauchesne, H. Boileau, P. Charlebois, L. David, L. Desmarais-Gervais, S. Larivée, and M. LeBlanc for their participation.

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Gagnon, C., Craig, W.M., Tremblay, R.E. et al. Kindergarten predictors of boys' stable behavior problems at the end of elementary school. J Abnorm Child Psychol 23, 751–766 (1995). https://doi.org/10.1007/BF01447475

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Keywords

  • Logistic Regression Analysis
  • Behavior Problem
  • Elementary School
  • Average Score
  • Behavioral Problem