Sulik Michael J, Blair Clancy, Greenberg Mark
Michael J. Sulik, Institute of Human Development and Social Change, New York University; Clancy Blair, Department of Applied Psychology, New York University; Mark Greenberg, Human Development and Family Studies, The Pennsylvania State University. The Family Life Project Phase II Key investigators include: Lynne Vernon-Feagans, The University of North Carolina at Chapel Hill; Mark T. Greenberg, The Pennsylvania State University; Clancy B. Blair, New York University; Margaret R. Burchinal, The University of North Carolina at Chapel Hill; Martha Cox, The University of North Carolina at Chapel Hill; Patricia T. Garrett-Peters, The University of North Carolina at Chapel Hill; Jennifer L. Frank, The Pennsylvania State University; W. Roger Mills-Koonce, University of North Carolina-Greensboro; and Michael T. Willoughby, RTI International.
J Psychopathol Behav Assess. 2017 Mar;39(1):46-57. doi: 10.1007/s10862-016-9564-8. Epub 2016 Sep 6.
To examine patterns of conduct problems across the home and school context, we used latent class analysis to analyze primary caregivers' and teachers' ratings on the conduct problems subscale of the Strengths and Difficulties Questionnaire (R. Goodman, 1997) in the Family Life Project ( = 1,292), a prospective study of child development in rural and small town contexts. We found a similar four-class solution at five and seven years of age. In decreasing prevalence, the following classes were identified: (1) low symptoms reported by both informants (low cross-context); (2) high parent-reported symptoms, low teacher-reported symptoms (home context); (3) low parent-reported symptoms, moderate teacher-reported symptoms (school context); and (4) high symptoms reported by both informants (high cross-context). Classes exhibited stability from age five to age seven: children were more likely to remain in the same class than to transition to a different class, and longitudinal stability was especially high for children in the low cross-context class at age 5. A number of child and family characteristics measured in early childhood (executive function, verbal ability, poverty-related risk, sensitive parenting, and parental depressive symptoms) were associated with class membership at age five and age seven, but were generally not associated with longitudinal transitions between classes.
为了研究家庭和学校环境中行为问题的模式，我们使用潜在类别分析来分析家庭生活项目中主要照顾者和教师对优势与困难问卷（R. 古德曼，1997）行为问题分量表的评分（n = 1292），这是一项针对农村和小镇儿童发展的前瞻性研究。我们在五岁和七岁时发现了类似的四类分类结果。按照患病率从高到低，确定了以下几类：（1）两位报告者均报告症状较少（跨环境低）；（2）家长报告症状多，教师报告症状少（家庭环境）；（3）家长报告症状少，教师报告症状中等（学校环境）；（4）两位报告者均报告症状多（跨环境高）。这些类别在从五岁到七岁期间表现出稳定性：儿童留在同一类别的可能性大于转换到不同类别，五岁时处于跨环境低类别中的儿童纵向稳定性尤其高。一些在幼儿期测量的儿童和家庭特征（执行功能、语言能力、与贫困相关的风险、敏感养育和父母抑郁症状）与五岁和七岁时的类别归属有关，但通常与类别之间的纵向转换无关。
