The persistence of teacher-reported behavioral problems among children aged 8 to 12

Abstract

 This investigation assessed psychiatric symptoms in children reported by teachers at two points of time, and the persistence of symptom groups over an interval of four years. 1128 children born in 1981 (mean age 8.5 yr in Study 1 and 12.5 yr in Study 2) were studied, using the Rutter Scale B2 questionnaires in both studies. The frequencies of teacher-reported problems generally decreased over an interval of four years. Hyperkinetic symptoms were the most prevalent at both occasions. Gender differences were seen in both studies, boys outnumbering girls on most items. Symptoms were classified into five groups representing hyperactivity, internalizing and externalizing behaviour, relationship difficulties, and habits. The correlations of these different groups in Study 1 with those in Study 2 were moderate. Among deviant girls, correlations were high or moderate for externalizing, hyperactivity and internalizing behavior between the two studies. For deviant boys, high correlations between the studies were found for hyperactivity and habits. Externalizing behavior was also highly correlated with relationship difficulties among deviant boys. Two symptom groups (hyperactivity and relationship difficulties) and low performance level in Study 1 increased the probability of being deviant in Study 2 among boys, and four interactional terms (hyperactivity by relationship difficulties, hyperactivity by performance level, internalizing by performance level, and externalizing by relationship difficulties) also had an effect. Among girls, the probability of being deviant in Study 2 was increased if they were hyperactive or had relationship difficulties in Study 1. Furthermore, one interactional term (hyperactivity by performance level) had an impact on deviance among girls.