Wendy M. Reinke|Keith C. Herman|Hanno Petras|Nicholas S. Ialongo
Empirically Derived Subtypes of Child Academic and Behavior Problems: Co-Occurrence and Distal Outcomes
University of Missouri|University of Missouri|University of Maryland, College Park|Johns Hopkins University
aim study identify classes children entry first grade different patterns academic behavior problems latent class analysis conducted longitudinal community sample 678 predominantly lowincome african american children results identified multiple subclasses children including class cooccurring academic behavior problems gender differences found relation number identified classes characteristics academic behavior problems children several identified classes particularly cooccurring academic behavior problems subclass genders predicted negative longterm outcomes sixth grade including academic failure receipt special education services affiliation deviant peers suspension school elevated risk conduct problems finding subclasses academic behavior problems predict negative longterm outcomes validates importance identified classes need target interventions children presenting associated class characteristics implications early identification prevention intervention children risk academic failure disruptive behavior problems discussed