“…To acquire understanding of the role of problem behaviors, it follows that practitioners would need to follow their developmental pathways as children move through the milestone transitions from preschool to formal schooling. This perspective reveals whether observed disturbances remain stable over time, whether they tend to normalize as children navigate through the socializing influences of common schooling, whether they are likely to worsen with exit of preschool and entry into the more competitive setting of formal schooling, and when and where observed problems will generalize to other contexts as time progresses (Barker & Maughan, ; Bub, McCartney, & Willett, ; Cote, Vaillancourt, Barker, Nagin, & Tremblay, ; McDermott et al., , , ; Morgan, Farkas, & Wu, ; Trembley, ). However, organizing and maintaining a longitudinal assessment program is logistically complex and the requirements for well‐designed longitudinal measures of behavior problems are psychometrically demanding.…”