Citation

Brennan LM, Shaw DS, Dishion TJ, Wilson M. J. Abnorm. Child Psychol. 2012; 40(8): 1289-1300.

Affiliation

Department of Psychology, University of Pittsburgh, 4427 Sennott Square, 210 S. Bouquet Street, Pittsburgh, PA, 15260, USA, lmb103@pitt.edu.

Copyright

(Copyright © 2012, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s10802-012-9639-2

PMID

22527610

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.

Language: en