Profiles of Third-Grade Emotional, Behavioral, and Academic Indicators: Co-Occurrence and Distal Outcomes in Sixth Grade

IF 1.7 3区 心理学 Q2 EDUCATION, SPECIAL
Wendy M. Reinke, Keith C. Herman, Shaoli Salowa Salam, Pravash Kumar
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Abstract

The purpose of this study was to identify emotional, behavioral, and academic co-occurring risk profiles of third-grade youth and to understand how they are longitudinally associated with later outcomes in sixth grade. The latent profile analysis of data from a community sample of 1,785 third graders resulted in five classes of risk profiles: No Risk (47%), Low Risk (36%), High Internalizing and Emotion Dysregulation (8%), High Externalizing (7%), and Co-occurring Risk (2%). The Co-occurring class had significantly worse outcomes on all sixth-grade measures compared to other classes. The High Internalizing and Emotion Dysregulation class had significantly higher internalizing problems but also higher externalizing problems. Youth with predominant externalizing features continued to evidence these problems in sixth grade, along with a high number of office discipline referrals, in-school suspensions, and out-school suspensions. Students with co-occurring social, emotional, behavioral, and academic issues are at increased risk of future challenges. Schools can use comprehensive and systematic screening to identify students with co-occurring problems. The study highlights the importance of early identification through screening and taking into consideration the co-occurring presentation of symptoms.
三年级情绪、行为和学业指标的概况:六年级共发生和远端结果
本研究的目的是确定三年级青少年的情绪、行为和学业共同发生的风险概况,并了解它们如何与六年级以后的结果纵向相关。对来自1785名三年级学生社区样本的数据进行潜在特征分析,得出五类风险特征:无风险(47%)、低风险(36%)、高内化和情绪失调(8%)、高外化(7%)和共发生风险(2%)。与其他班级相比,共同发生的班级在所有六年级测试中都有明显更差的结果。高内化和情绪失调班级的内化问题显著高于外化问题。外化特征突出的青少年在六年级继续表现出这些问题,同时还有大量的办公室纪律转诊、校内停学和校外停学。同时出现社会、情感、行为和学术问题的学生在未来面临挑战的风险会增加。学校可以使用全面和系统的筛选来识别有共同问题的学生。该研究强调了通过筛查早期识别的重要性,并考虑到同时出现的症状。
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来源期刊
CiteScore
4.10
自引率
10.50%
发文量
29
期刊介绍: The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, and special education. Articles on characteristics, assessment, prevention, intervention, treatment, legal or policy issues, and evaluation are welcome.
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