Double Jeopardy: Child and School Characteristics That Predict Aggressive-Disruptive Behavior in First Grade

Thomas, Duane E.; Bierman, Karen L.; Thompson, Celine I.; Powers, Christopher J.

doi:10.1080/02796015.2008.12087865

Cited by 44 publications

(23 citation statements)

References 40 publications

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“…Also, the quality of the classroom climate has been found to be related to disruptive behavior in the classroom. Variables indicative of a good classroom climate are effective classroom management practices, teacher involvement, teacher support, and student engagement (Thomas, Bierman, Thompson, & Powers, 2008). Thomas et al (2008) examined the impact of classroom climate on disruptive behavior in first grade.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

“…Variables indicative of a good classroom climate are effective classroom management practices, teacher involvement, teacher support, and student engagement (Thomas, Bierman, Thompson, & Powers, 2008). Thomas et al (2008) examined the impact of classroom climate on disruptive behavior in first grade. Their findings show that poor classroom quality increases the risk of aggressive-disruptive behavior at school when this behavior was exhibited at home prior to school entry.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

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Impact of Family Functioning on Classroom Problem Behavior of Children With Emotional and Behavioral Disorders in Special Education

Stoutjesdijk

Scholte

Swaab

2016

Journal of Emotional and Behavioral Disorders

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This study examined the relation between family functioning and classroom problem behavior of children with emotional and behavioral disorders receiving special educational support. To this end, the Teachers’ Report Form and the Family Questionnaire were completed for 84 children ( M age of 9.8 years) 2 times with a time lag of 11 months. Cross-lagged path analyses showed that internalizing and externalizing problem behavior in the classroom were stable over time, just as poor family functioning. Continuity of (a) poor communication, (b) discordant partner relationship, and (c) lack of social support were strongly associated with future total problem behavior in the classroom. Furthermore, parental responsiveness to a child’s needs was associated with lower future total problem behavior. A direct association was also found between externalizing behavior in the classroom and future poor family functioning. Implications of these findings for future research and practice are discussed.

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Section: Limitations and Future Directionsmentioning

confidence: 99%

Section: Limitations and Future Directionsmentioning

confidence: 99%

Impact of Family Functioning on Classroom Problem Behavior of Children With Emotional and Behavioral Disorders in Special Education

Stoutjesdijk

Scholte

Swaab

2016

Journal of Emotional and Behavioral Disorders

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show abstract

“…For instance, during early childhood when children are more psychologically and physically dependent on parents, harsh and inconsistent parenting (Edens, Skopp, & Cahill, 2008; Gershoff, 2002; Odgers et al, 2008) as well as factors that compromise parenting (e.g., parental psychopathology, low satisfaction with social support; Shaw, Bell, & Gilliom, 2000; Zahn-Waxler, Iannotti, Cummings, & Denham, 1990) have been linked to children's emerging AB. As children move into the school-age period and adolescence, school quality (Thomas, Bierman, Thompson, Powers, & Conduct Problems Prevention Research Group, 2008), peer relationships (Trentacosta & Shaw, 2009), and neighborhood factors (Leventhal & Brooks-Gunn, 2000) play an increasingly critical role in the onset and maintenance of AB. Although the bulk of longitudinal research on AB has been concerned with school-age children, adolescents, and adults, studies demonstrating the greater malleability of child behavior and family relationships during early versus later childhood (Reid, Webster-Stratton, & Baydar, 2004) have motivated attempts to trace the environmental precursors of AB beginning in infancy and toddlerhood (Egeland, Kalkoske, Gottesman, & Erikson, 1990; Shaw, Hyde, & Brennan, 2012).…”

mentioning

confidence: 99%

The interaction between monoamine oxidase A and punitive discipline in the development of antisocial behavior: Mediation by maladaptive social information processing

et al. 2016

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Previous studies demonstrate that boys' monoamine oxidase A (MAOA) genotype interacts with adverse rearing environments in early childhood, including punitive discipline, to predict later antisocial behavior. Yet the mechanisms by which MAOA and punitive parenting interact during childhood to amplify risk for antisocial behavior are not well understood. In the present study, hostile attributional bias and aggressive response generation during middle childhood, salient aspects of maladaptive social information processing, were tested as possible mediators of this relation in a sample of 187 low-income men followed prospectively from infancy into early adulthood. Given racial-ethnic variation in MAOA allele frequencies, analyses were conducted separately by race. In both African American and Caucasian men, those with the low-activity MAOA allele who experienced more punitive discipline at age 1.5 generated more aggressive responses to perceived threat at age 10 relative to men with the high-activity variant. In the African American subsample only, formal mediation analyses indicated a marginally significant indirect effect of maternal punitiveness on adult arrest records via aggressive response generation in middle childhood. The findings suggest that maladaptive social information processing may be an important mechanism underlying the association between MAOA × Parenting interactions and antisocial behavior in early adulthood. The present study extends previous work in the field by demonstrating that MAOA and harsh parenting assessed in early childhood interact to not only predict antisocial behavior in early adulthood, but also predict social information processing, a well-established social-cognitive correlate of antisocial behavior.

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“…There are several contextual, interpersonal, and student-based factors associated with disruptive classroom behavior (Thomas, Bierman, Thompson, Powers, & The Conduct Problems Prevention Research Group, 2008). The contextual factors include class size, parent and community-based socioeconomic status, classroom seating arrangements and goal structures, school discipline policies, and teachers’ classroom management strategies (DiLalla & Mullineaux, 2008; Fleming et al, 2008; Guardino & Fullerton, 2010; Way, 2011).…”

mentioning

confidence: 99%

“…Some interpersonal sources of disruptive classroom behavior include the student-teacher relationship, teachers’ job satisfaction, peer relationships, and parental involvement (Gu, Lai, & Ye, 2011; Powers, Bierman, & The Conduct Problems Prevention Research Group, 2013). Student-based factors linked to disruptive classroom behavior include students’ emotional disturbance, diminished self-concept, and perceived academic competence (Bauermeister, Zimmerman, Barnett, & Caldwell, 2007; Bidell & Deacon, 2010; Thomas et al, 2008). Indeed, the literature is replete with examples of several contextual and person-centered factors that are associated with disruptive classroom behaviors.…”

mentioning

confidence: 99%

Investigating the Association Between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

Tyler

Burris

Coleman

2016

The Journal of Early Adolescence

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Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students’ reports of perceived home-school dissonance, several motivational antecedents of academic performance, and disruptive classroom behaviors. Six hundred sixty middle school students completed six subscales of the Patterns of Adaptive Learning Scales (PALS), including the Home-School Dissonance subscale, Mastery Goal, Performance Approach, and Performance Avoidance Goal Orientations, and the Disruptive Classroom Behavior subscales. Home-school dissonance scores were significantly associated with lower mastery goal orientation and lower academic efficacy scores. Home-school dissonance scores were also significantly associated with higher disruptive classroom behavior scores and higher performance approach and performance avoidance goal orientation scores. In addition, structural equation modeling with multiple mediators showed that mastery goal orientation and performance approach goal orientation mediated the relationship between home-school dissonance and disruptive classroom behavior.

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Double Jeopardy: Child and School Characteristics That Predict Aggressive-Disruptive Behavior in First Grade

Cited by 44 publications

References 40 publications

Impact of Family Functioning on Classroom Problem Behavior of Children With Emotional and Behavioral Disorders in Special Education

Impact of Family Functioning on Classroom Problem Behavior of Children With Emotional and Behavioral Disorders in Special Education

The interaction between monoamine oxidase A and punitive discipline in the development of antisocial behavior: Mediation by maladaptive social information processing

Investigating the Association Between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

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