Yiji Wang, Xiaohui Zhou
Longitudinal relations between executive function and internalizing problems in grade school: The role of peer difficulty and academic performance
Developmental psychology
examine whether early manifestations attentiondeficithyperactivity disorder adhd oppositional defiant disorder odd increase childrens later risk bullying victimization using populationbased prospective cohort multiinformant approach comprised reports parents teachers peers adhd odd behavioral problems ages 15 3 5 years determined parental reports child behavior checklist later bullying behavior school reported teachers using questionnaire n 3192 mean age 66 years peerselfreports using peer nominations n 1098 mean age 76 years examined following whether problem behavior scores age 15 3 5 years predicted risk bullying involvement whether high increasing behavioral problems throughout ages 15 5 years associated bullying involvement school analyses adjusted range child maternal covariates behavioral problems young age predicted later bullying involvement school example higher adhd problem scores age 3 years associated risks becoming bully bullyvictim orbully 120 95 ci 107135 teacher report orbullyvictim 128 95 ci 114143 teacher report orbullyvictim 135 95 ci 103178 peerselfreport children whose behavioral problem scores high increased time consistently elevated risks becoming bully bullyvictim behavioral problems young age may predispose children bullying involvement early elementary school