Children with Co-Occurring Academic and Behavior Problems in First Grade: Distal Outcomes in Twelfth Grade

Autor/inn/en	Darney, Dana; Reinke, Wendy M.; Herman, Keith C.; Stormont, Melissa; Ialongo, Nicholas S.
Titel	Children with Co-Occurring Academic and Behavior Problems in First Grade: Distal Outcomes in Twelfth Grade
Quelle	In: Journal of School Psychology, 51 (2013) 1, S.117-128 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2012.09.005
Schlagwörter	Academic Achievement; Dropouts; Behavior Problems; Early Intervention; Grade 1; Gender Differences; Grade 12; Longitudinal Studies; Learning Problems; African American Students; Elementary School Students; Risk; Special Education; Student Placement; Mental Health; Health Services; Low Achievement; Prevention; Educational Practices + Suchen Sie Ihr Suchwort? Schulleistung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; School year 01; 1. Schuljahr; Schuljahr 01; Geschlechterkonflikt; School year 12; 12. Schuljahr; Schuljahr 12; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernproblem; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Risiko; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerpraktikum; Psychohygiene; Health service; Gesundheitsdienst; Gesundheitswesen; Unterdurchschnittliche Leistung; Prävention; Vorbeugung; Bildungspraxis
Abstract	The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678 predominately African American first-grade students. The type and number of classes identified in first grade differed by gender, but results indicated that students within the classes of behavior and academic problems had long-term negative outcomes in the twelfth grade. The class with co-occurring academic and behavior problems in first grade had the greatest risk for negative distal outcomes for both boys and girls including higher likelihood of special education placement, mental health service use, poor academic achievement, and school dropout. Implications for prevention, early intervention, and current practices in schools are discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10