The purpose of this study is to describe academic and behavioral outcomes for adolescents who were identified when they were in kindergarten and first grade as being at risk for developing emotional and behavioral disorders. Results indicated that primary school academic achievement and teacher ratings of academic competence were highly predictive of middle school reading achievement and moderately predictive of math achievement. Teacher ratings of behavior across time were consistent and reliable, and behavioral ratings by primary school teachers were predictive of students' behavioral ratings by middle school teachers. These findings suggest that young students with academic and behavioral problems continue to display problems into adolescence, placing them at serious risk for school failure and dropping out. Results have implications for early identification and prevention/intervention programs for at-risk students.
The purpose of this longitudinal study was twofold: (a) to investigate academic, behavioral, and emotional outcomes for adolescents who were followed longitudinally from middle through high school and (b) to determine if early assessment of achievement and behavior predicts academic and behavioral outcomes for adolescents who were identified as at risk for developing emotional and behavioral problems when they were in primary school. Teacher ratings and student self-reports suggested that the behavioral and emotional symptoms for this school-based sample of predominately minority adolescents (n = 212/ 91% African American and/or Hispanic, 45% boys, 55% girls) decreased across timet although there was significant variability for individuals. The at-risk students in special education had significantly higher self-ratingsofemotional problems than the other groups and viewed school more negatively. Assessment of reading and math achievement and teacher ratings of behavior in primary school predicted achievement and behavior t~rough middle and high school for at-risk students. Results have implications for early identification, prevention/intervention programs, and transition planning for children and youth at risk for developing problem behaviors. Behavioral Disorders, 36 (2)/ 141-156 ney, & Willett, 2007; Speece, Case, & Molloy, 2003), there is limited research into the longterm prediction of academic achievement and the causal connections between achievement and behavioral problems (e.g., Tremblay et al., 1992). Research clearly has established a relationship between early behavior problems and problem behavior in adolescence (e.g., Bongers, Koot, van der Ende, & Verhulst, 2004; Conroy & Brown, 2004) but has demonstrated substantial variation in the trajectories and stability of internalizing and externalizing behaviors in adolescence (e.g., Dekovic, Buist,
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