University of Missouri, USA.
J Sch Psychol. 2013 Feb;51(1):117-28. doi: 10.1016/j.jsp.2012.09.005. Epub 2012 Oct 25.
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.
本研究旨在评估一年级时被确定存在学业和行为问题的学生与十二年级时的远期结果之间的十一年纵向关联。该研究扩展了先前的研究，该研究在一个由 678 名主要为非裔美国一年级学生组成的纵向社区样本中确定了学业和行为问题的潜在类别。在一年级时确定的类别类型和数量因性别而异，但结果表明，行为和学业问题类别的学生在十二年级时存在长期的负面结果。在一年级时同时存在学业和行为问题的类别，对男孩和女孩的负面远因结果风险最大，包括更有可能接受特殊教育安置、使用心理健康服务、学业成绩不佳和辍学。讨论了对预防、早期干预和当前学校实践的影响。
