Developmental associations between externalizing behaviors, peer delinquency, drug use, perceived neighborhood crime, and violent behavior in urban communities

This study examines the precursors of violent behavior among urban, racial/ethnic minority adults. Data are from an on-going study of male and female African Americans and Puerto Ricans, interviewed at four time waves, Time 1-Time 4 (T1-T4), from adolescence to adulthood. Structural Equation Modeling was used to analyze the developmental pathways, beginning in mid-adolescence (T1; age = 14.0 years), to violent behavior in adulthood (T4; age = 29.2 years). The variables assessed were: components of externalizing behaviors (i.e., rebelliousness, delinquency; T1, T3); illicit drug use (T2); peer delinquency (T2); perceived neighborhood crime (T4); and violent behavior (T3, T4). Results showed that the participants' externalizing behaviors (rebelliousness and delinquency) were relatively stable from mid-adolescence (T1; age = 14.0 years) to early adulthood (T3; age = 24.4 years). The participants' externalizing behaviors in mid-adolescence also had a direct pathway to peer delinquency in late adolescence (T2; age = 19.1 years). Peer delinquency, in turn, had a direct pathway to the participants' illicit drug use in late adolescence (T2), and to externalizing behaviors in early adulthood (T3). The participants' illicit drug use (T2; age = 19.1 years) had both direct and indirect paths to violent behavior in adulthood (T4). The participants' externalizing behaviors in early adulthood (T3) were linked with violent behavior at T3, and perceived neighborhood crime (T4), both of which had direct pathways to violent behavior in adulthood (T4). The findings suggest developmental periods during which externalizing behaviors, exposure to delinquent peers, illegal drug use, and neighborhood crime could be targeted by prevention and intervention programs in order to reduce violent behavior.     

The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children

The present study advances a new method for assessing teacher beliefs and priorities. This paper describes the development and psychometric properties of the Teacher Belief Q-Sort (TBQ), an assessment technique that examines teachers' priorities and beliefs about discipline practices, classroom practices, and beliefs about children (see www.socialdevelopmentlab.org. Further, this paper describes the usefulness of this tool by examining differences in beliefs and priorities among four groups of teachers (experienced teachers trained in the Responsive Classroom (RC) Approach, experienced teachers with no such training, pre-service teachers planning on teaching elementary school, and pre-service teachers planning on teaching middle/high school) with the goal of demonstrating the way priorities are sensitive to specialized training and teaching experience. The study establishes the TBQ as a reliable, valid, and useful method. Findings showed that RC teachers hold discipline and teaching practice priorities consistent with training in the RC Approach and that pre-service teachers placed greater priority on spontaneity and collaboration and held more negative views about children's likeability and motivation than in-service teachers. Findings are discussed in terms of the ways in which teacher priorities are sensitive to specialized training and teaching experience and offer an early indicator of integrity of implementation.     

Visual retention test: local norms and impact of short-term memory.

Issues related to assessment of organic impairment and to normative data underscore the importance of securing reliable criteria directly applicable to the population under question. This study explored the applicability of the Visual Retention Test norms to a local, nonorganically impaired population of young people and made a preliminary empirical evaluation of the time-delay format. The 23 males and 18 females ranging from 8 to 17 yr. and seen at a midwestern child guidance center responded to two administrations (A and D) of the Visual Retention Test embedded in a complete psychological test battery. The proposition that present-day local subjects would not differ from the normative group either by the number correct or number of errors (t = 1.02, p greater than .20; t = .83, p greater than .40, respectively), as well as the prediction that the time-delay format would effect a significant performance decrement with both scoring systems (t = 2.63, p less than .01; t = 4.40 p less than .001, respectively) were clearly supported.     

Learning disabilities and central nervous system involvement.

The relation of damage to the central nervous system to learning disabilities remains a continuing issue. This study explored how learning disable children fare on the Visual Retention Test. Analysis of correct scores and errors for the 24 children responding to Administration A would ordinarily suggest a primary relationship (t = 2.60, p less than .02; t = 4.01, p less than .001, respectively). However, since extensive medical and case history material yielded no evidence of cerebral injury or disease and since the impact of short-term memory (Administration D) led to no further performance decrement (t less than 1.00), additional research must determine a more precise understanding of perceptual dysfunction and the role of short-term memory in regard to learning disabilities.     

Signal recognition and the probability-matching decision rule

In a visual binary recognition task in which three levels of signal strength were presented at each of three levels of signal probability, subjects’ behavior was consistent with the signal detection theory notion that the sensory and the decision processes are independent, but did not support the contention that the decision processes obey a likelihood ratio rule. Instead, the evidence suggests that subjects were attempting to probability-match, adjusting the relative frequencies of their responses to correspond with those of the stimuli. The results are discussed in relation to previous findings, against the background of signal detection theory.     

The psychosocial etiology of adolescent drug use: a family interactional approach

The purpose of this monograph was to propose a framework, family interactional theory, for explaining the psychosocial aspects of adolescent drug use. Three themes are stressed: (a) the extension of developmental perspectives on drug use, (b) the elucidation of family (especially parental) influences leading to drug use, and (c) the exploration of factors that increase or mitigate adolescents' vulnerability to drug use. We present a developmental model with two components; the first deals with adolescent pathways to drug use, and the second incorporates childhood factors. The model was tested in two studies: one cross-sectional study of 649 college students and their fathers, and one longitudinal study of 429 children and their mothers. The subjects were given self-administered questionnaires containing scales measuring the personality, family, and peer variables outlined in the model. The results of each study supported the hypothesized model, with some differences between parental influences. We also found that individual protective factors (e.g., adolescent conventionality, parent-child attachment) could offset risk factors (e.g., peer drug use) and enhance other protective factors, resulting in less adolescent marijuana use. Implications of the findings for prevention and treatment, future research, and public policy are discussed.     

Older sibling correlates of younger sibling drug use in the context of parent-child relations

The purpose of this study was to examine older brother correlates of younger brother drug use in the context of parental influences and younger brother personality. The sample consisted of 278 White male college students and their oldest brothers, who volunteered to answer self-administered questionnaires. Results indicated that 3 domains of influence each had an independent impact on younger brother drug use: (a) parent-younger brother relationships and parent drug use, (b) older brother-younger brother relationships and older brother drug use, and (c) younger brother personality. Modeling of nondrug use and a strong attachment relationship in the parent-younger brother and sibling dyads, as well as younger sibling traits of conventionality, had strong links to low younger brother drug use. Our findings highlight the importance of modeling and mutual parent-child attachment relationships as well as sibling relationships as they relate to the possible etiology of drug use.     

COMT val158Met and executive control: a test of the benefit of specific deficits to translational research

The role of catechol-O-methyltransferase (COMT) val158met in prefrontal cortical deficits associated with the liability to schizophrenia remains controversial. This study evaluated 464 healthy adult participants using three measures of executive functions in working memory: a 3-back version of the N-back continuous performance task (CPT) and two variants of the AX-CPT. The interpretability of N-back performance was confounded by possible generalized deficits, whereas the AX variants included internal controls for uncovering specific deficits. There was no relationship between the COMT genotype and N-back performance, whereas val/val individuals had a specific deficit on a dot-pattern version of the AX-CPT. In this case, a specific executive function known as context processing appeared to be compromised. These data suggest that the interpretability gained by including task manipulations to uncover specific deficits can enhance associations between cognitive and genetic levels of analysis.