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Identifying at-risk children at school entry: the usefulness of multibehavioral problem profiles.

Content Provider	Semantic Scholar
Author	Flanagan, Kelly S. Bierman, Karen Linn Kam, Chi-Ming
Copyright Year	2003
Abstract	Found that 1st-grade teacher ratings of aggressive, hyperactive-inattentive, and low levels of prosocial behaviors made unique contributions to the prediction of school outcomes (measured 2 years later) for 755 children. Person-oriented analyses compared the predictive utility of 5 screening strategies based on child problem profiles to identify children at risk for school problems. A broad screening strategy, in which children with elevations in any 1 of the 3 behavior problem dimensions were identified as "at-risk," showed lower specificity but superior sensitivity, odds ratios, and overall accuracy in the prediction of school outcomes than the other screening strategies that were more narrowly focused or were based on a total problem score. Results are discussed in terms of implications for the screening and design of preventive interventions.
Starting Page	396
Ending Page	407
Page Count	12
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://www.safetylit.org/citations/ild_request_form.php?article_id=citjournalarticle_270248_38
PubMed reference number	12881028v1
Alternate Webpage(s)	https://doi.org/10.1207/S15374424JCCP3203_08
DOI	10.1207/S15374424JCCP3203_08
Journal	Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53
Volume Number	32
Issue Number	3
Language	English
Access Restriction	Open
Subject Keyword	Abnormal behavior Dimensions Hyperactive behavior Passive-Aggressive Personality Disorder
Content Type	Text
Resource Type	Article

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Identifying At-Risk Children at School Entry: The Usefulness of Multibehavioral Problem Profiles

Identifying At-Risk Children at School Entry: The Usefulness of Multibehavioral Problem Profiles

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