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ERIC Number: EJ1099951
Record Type: Journal
Publication Date: 2016-Jun
Pages: 15
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: EISSN-1538-4799
The Influence of Family and Teacher Factors on Early Disruptive School Behaviors: A Latent Profile Transition Analysis
Racz, Sarah J.; O'Brennan, Lindsey M.; Bradshaw, Catherine P.; Leaf, Philip J.
Journal of Emotional and Behavioral Disorders, v24 n2 p67-81 Jun 2016
The kindergarten year plays an important role in establishing children's academic, social, and behavioral adjustment. Early identification of children who experience difficulties with the kindergarten transition is crucial to prevent continued behavioral and emotional problems. Family and school predictors of these early behavioral patterns can suggest important targets for preventive interventions. The current study examined heterogeneity in 2,814 children's disruptive behaviors over the course of the kindergarten school year using latent profile and transition analyses. We further investigated the degree to which changes in these behavioral patterns varied as a function of family and teacher factors. Results provided evidence of three distinct profiles of disruptive behavior exhibited by kindergarteners (well-adapted, concentration problems, and at-risk), which were relatively stable over the course of the kindergarten school year. These behavioral patterns were associated with family (i.e., family problems, family involvement) but not teacher (i.e., efficacy and burnout) factors. Findings have important implications for the early identification of children at-risk for behavioral problems.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Institute of Mental Health (DHHS/NIH); Institute of Education Sciences (ED); Center for Disease Control (DHHS/PHS), Atlanta, GA.
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: T32MH1954521; R324A07118; R305A090307; R324A110107; K01CE00133301