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Empirically Derived Subtypes of Youth Withdrawn Behavior Across Eight Years: A Latent Class and Latent Transition Analysis

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Abstract

Withdrawn behavior is present in many psychological problems and it is often used interchangeably with other psychological constructs, making accurate classification difficult. In an effort to better understand the classification and developmental course of withdrawn behavior in youth, the current study used parent-report to assess 649 Dutch youth at three time points across eight years, using the Withdrawn/Depressed (W/D) scale of the Child Behavior Checklist (CBCL). Mean age of participants at each time point are 7.52 (Wave 1), 11.77 (Wave 2), and 15.53 (Wave 3) years. Latent class analysis and latent transition analysis was employed to empirically derive distinct subclasses of withdrawn youth and to examine how these youth transition between classes over time. Most youth fell within a low symptom class (Time 1 = 79.4%, Time 2 = 79.2%, Time 3 = 68.5%). A shy/secretive class also emerged (Time 1 = 20.6%, Time 2 = 20.8%, Time 3 = 31.5%). For girls, the interpretation of the shy/secretive class changed at Time 3 (e.g., ages 14–17 years), such that the majority of girls in this class also exhibited depressed mood. The majority of youth remained in the same class over time. This study used a model-based person-centered approach to derive classes of withdrawn behavior over time. The W/D subscale could be used as a brief screening tool for early detection of the shy/secretive behavioral phenotype, which may be a risk factor for later psychopathology. It is recommended that future studies identify predictors of class transition and investigate whether withdrawn classes predict diagnostic outcome.

Highlights

  • This study was the first latent class and transition analysis of the CBCL W/D scale.

  • A low symptom withdrawn class and shy/secretive withdrawn class emerged.

  • For adolescent girls, the shy/secretive class included elevated depressed mood.

  • Most youth remained in the same withdrawn class over time.

  • This study used a model-based person-centered approach to study youth withdrawn behavior.

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Funding

This research was supported in part by grants K08MH082116 from the National Institute of Mental Health and P20GM103644 from the National Institute of General Medical Sciences.

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Authors and Affiliations

  1. McLean Hospital, 115 Mill Street, Belmont, MA, USA

    Meghan C. Schreck

  2. Erasmus University Medical Center, Dr. Molewaterplein 40, 3015 GD, Rotterdam, The Netherlands

    Jan Van der Ende & Frank C. Verhulst

  3. The University of Vermont Medical Center, 1 South Prospect, Burlington, VT, USA

    James J. Hudziak & Robert R. Althoff

  4. Harvard Medical School, 401 Park Drive, Boston, MA, USA

    David H. Rubin

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Correspondence to Meghan C. Schreck.

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F.C.V. is a contributing author of the Achenbach System of Empirically Based Assessment (ASEBA), from which he receives remuneration. R.R.A. receives grant or research support from the National Institute of Mental Health and the Klingenstein Third Generation Foundation. He has received honoraria from Oakstone Medical Publishing for CME presentations. He has received research funds from and has been employed, in part, by the nonprofit Research Center for Children, Youth, and Families that develops the Child Behavior Checklist. He is a partner of WISER Systems, LLC. J.J.H. has received grant or research support from the National Institute of Mental Health and the National Institute of Diabetes and Digestive and Kidney Disease. His primary appointment is with the University of Vermont. He has additional appointments with Erasmus University in Rotterdam, Netherlands, Washington University School of Medicine in St. Louis, Missouri, Dartmouth School of Medicine in Hanover, New Hampshire, and Avera Institute of Human Behavioral Genetics in Sioux Falls, South Dakota.

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Schreck, M.C., Van der Ende, J., Hudziak, J.J. et al. Empirically Derived Subtypes of Youth Withdrawn Behavior Across Eight Years: A Latent Class and Latent Transition Analysis. J Child Fam Stud 30, 1736–1751 (2021). https://doi.org/10.1007/s10826-021-01980-w

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