Stormshak E A, Bierman K L
The Pennsylvania State University, University Park 16802, USA.
Dev Psychopathol. 1998 Summer;10(3):451-67. doi: 10.1017/s0954579498001692.
Based upon developmental models of disruptive behavior problems, this study examined the hypothesis that the nature of a child's externalizing problems at home may be important in predicting the probability of and nature of school adjustment problems at school entry. Parent ratings were collected for a sample of 631 behaviorally disruptive children using the Child Behavior Checklist. Confirmatory factor analyses revealed differentiated ratings of oppositional, aggressive, and hyperactive/inattentive behaviors at home. Teacher and peer nominations assessed school adjustment at the end of first grade. As expected from a developmental perspective, aggressive behaviors indicated more severe dysfunction and were more likely to generalize to the school setting than were oppositional behaviors. Hyperactive/inattentive behaviors at home led to more classroom disruption than did aggressive or oppositional behaviors. Co-occurring patterns of oppositional/aggressive and hyperactive/inattentive behaviors were more common than were single-problem patterns, and were associated with broad dysfunction in the social and classroom contexts. The results were interpreted within a developmental framework, in which oppositional, aggressive, and hyperactive/inattentive behaviors may reflect distinct (as well as shared) developmental processes that have implications for the home-to-school generalization of behavior problems and subsequent school adjustment.
基于破坏性行为问题的发展模型，本研究检验了以下假设：儿童在家中的外化问题的性质对于预测其入学时学校适应问题的可能性及性质可能很重要。使用儿童行为检查表对631名有行为破坏问题的儿童样本进行了家长评分。验证性因素分析揭示了在家中对立、攻击和多动/注意力不集中行为的不同评分。在一年级末，通过教师和同伴提名评估学校适应情况。从发展的角度来看，正如预期的那样，攻击性行为表明功能障碍更严重，并且比对立行为更有可能扩展到学校环境中。在家中的多动/注意力不集中行为比攻击或对立行为导致更多的课堂干扰。对立/攻击和多动/注意力不集中行为同时出现的模式比单一问题模式更常见，并且与社交和课堂环境中的广泛功能障碍相关。研究结果在一个发展框架内进行了解释，其中对立、攻击和多动/注意力不集中行为可能反映了不同的（以及共同的）发展过程，这些过程对行为问题从家庭到学校的扩展以及随后的学校适应有影响。
