Longitudinal Predictors of School-Age Academic Achievement: Unique Contributions of Toddler-Age Aggression, Oppositionality, Inattention, and Hyperactivity |
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Authors: | Lauretta M. Brennan Daniel S. Shaw Thomas J. Dishion Melvin Wilson |
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Affiliation: | 1. Department of Psychology, University of Pittsburgh, 4427 Sennott Square, 210 S. Bouquet Street, Pittsburgh, PA, 15260, USA 2. Department of Psychology, Arizona State University, Tempe, AZ, USA 3. Department of Psychology, University of Virginia, Charlottesville, VA, USA
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Abstract: | 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. |
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