Brennan Lauretta M, Shaw Daniel S, Dishion Thomas J, Wilson Melvin N
Department of Psychology, University of Pittsburgh, 4427 Sennott Square, 210 S. Bouquet Street, Pittsburgh, PA, 15260, USA,
J Abnorm Child Psychol. 2015 Aug;43(6):1187-99. doi: 10.1007/s10802-014-9967-5.
Research suggests that school-age children with disruptive behavior (DB) problems frequently demonstrate impaired social skills and experience rejection from peers, which plays a crucial role in the pathway to more serious antisocial behavior. A critical question is which DB problems in early childhood are prognostic of impaired social functioning in school-age children. This study examines the hypothesis that aggression in early childhood will be the more consistent predictor of compromised social functioning than inattentive, hyperactive-impulsive, or oppositional behavior. Participants included an ethnically diverse sample of 725 high-risk children from 3 geographically distinct areas followed from ages 2 to 8.5. Four latent growth models of DB from child ages 2 to 5, and potential interactions between dimensions, were used to predict latent parent and teacher ratings of school-age social dysfunction. Analyses were conducted in a multi-group format to examine potential differences between intervention and control group participants. Results showed that age 2 aggression was the DB problem most consistently associated with both parent- and teacher-rated social dysfunction for both groups. Early starting aggressive behavior may be particularly important for the early identification of children at risk for school-age social difficulties.
研究表明，有破坏性行为（DB）问题的学龄儿童经常表现出社交技能受损，并遭同龄人排斥，这在导致更严重反社会行为的过程中起着关键作用。一个关键问题是，幼儿期的哪些DB问题可预测学龄儿童的社交功能受损。本研究检验了这样一个假设：与注意力不集中、多动冲动或对立行为相比，幼儿期的攻击行为将更一致地预测社交功能受损。参与者包括来自3个地理区域的725名高危儿童的种族多样化样本，从2岁到8.5岁进行跟踪研究。使用了4种从儿童2岁到5岁的DB潜在增长模型，以及各维度之间的潜在相互作用，来预测学龄期社交功能障碍的潜在家长和教师评分。以多组形式进行分析，以检验干预组和对照组参与者之间的潜在差异。结果显示，2岁时的攻击行为是两组中与家长和教师评定的社交功能障碍最一致相关的DB问题。早期开始的攻击行为对于早期识别有学龄期社交困难风险的儿童可能尤为重要。
