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.
This study evaluated the efficacy of a school-based anxiety prevention program among urban children exposed to community violence. Students who attended Title 1 public elementary schools were screened. Ninety-eight 3-5 th grade students (ages 8-12; 48% female; 92% African American) were randomized into preventive intervention versus wait-list comparison groups. Students attended 13 bi-weekly one-hour group sessions of a modified version of FRIENDS, a cognitivebehavioral anxiety intervention program. Results indicated that both intervention and control groups manifested significant reductions in anxiety symptomatology and total exposure to community violence, along with improved standardized reading achievement scores. Additional gains observed only in the intervention group were increased standardized mathematics achievement scores, decreased life stressors, and reduced victimization by community violence. The intervention was equally efficacious for both genders and for children exposed to higher, compared to lower, levels of community violence. Implications for comprehensive, culturally and contextually relevant prevention programs and research are discussed. Keywords community violence; children and youth; ethnic minority; African American; prevention; anxiety; school-based interventions Community violence in schools, neighborhoods, and communities is a major public health problem (WHO, 2002). Children's exposure by hearing about, witnessing, and/or experiencing it reached critical levels decades ago and there it remains. The effects of exposure to community violence may profoundly affect children's development in multiple domains from early childhood into adolescence and beyond (Cooley-Strickland, Quille, Griffin, Bradshaw, & Furr-Holden, 2009). For example, studies have found a positive association between community violence exposure and anxiety (Cooley-Quille, Boyd, Frantz, & Walsch, 2001;Ward, Martin, Theron & Distiller, 2007) (Birmaher, Bridge, Williamson, Brent, Dahl, et al., 2004). It has been recommended that developmentally appropriate interventions for children exposed to community violence are implemented early and are evaluated for their effectiveness (Berkowitz, 2003). This paper reports on the effects of a secondary preventive intervention program to investigate its impact on community violence, anxiety, and related functioning (academic achievement, life stressors) among urban ethnic minority school children.Community violence affects all racial and ethnic groups, but African Americans living in low-income urban neighborhoods experience higher rates of community violence and crime than urban European Americans (Crouch, Hanson, Saunders, Kilpatrick, & Resnick, 2000). Exposure to violence among African American youth does not decrease with higher socioeconomic status, as it does for European Americans (Crouch et al., 2000). Constant worry about one's own or loved ones' safety or health likely interferes with low income, urban children's ability to function in developmentally appropriate, ...
We examined typologies of parenting practices using latent profile analysis (LPA) in a sample of families with young children who had externalizing behavior disorders. We also examined mother and child characteristics associated with class membership using ratings from multiple informants. The sample included pooled data from five parenting treatment outcome research studies on oppositional defiant disorder (ODD) and/or conduct disorder (CD) conducted throughout the past 20 years. These studies included 21 separate cohorts of children resulting in a total of 514 families. All children met diagnostic criteria for ODD or CD and 78 % were male. Parenting practices were observed by independent raters using the Dyadic Parent-child Interactive Coding System-Revised (DPICS-R). Four summary scores (i.e., total critical statements, total commands, total positive, total supportive) from the DPICS-R were used as class indictors in the LPA. Four classes best characterized the parenting practices of this clinic sample, roughly comprising a quarter of the sample each: Positive Only, Negative Only, Positive/Negative, and Neither Positive/Negative. High observed child negative behaviors, low observed child warmth, high socioeconomic status, and low academic performance distinguished the two classes with high negative behaviors (Negative Only, Positive/Negative) from the other classes. These results provide markers of the most common parenting profiles at entry into treatment programs for behavior disorders in young children. Findings have significant implications for the tailoring parenting interventions and supports to specific family needs.
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