Table 6.
Predicting Stability of Externalizing Problem Behaviors From Time 1 and Time 3 Measures of Effortful Control/Impulsivity and Emotionality (Time 1 Level of the Predictor Controlled)
| Stable low (SL) vs. deteriorators (D) |
Stable low (SL) vs. improvers (IM) |
Improvers (IM) vs. deteriorators (D) |
Improvers (IM) vs. stable externalizers (SE) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Confidence limits |
Confidence limits |
Confidence limits |
Confidence limits |
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| Variable | Contrast | OR | Lower | Upper | Contrast | OR | Lower | Upper | Contrast | OR | Lower | Upper | Contrast | OR | Lower | Upper |
| Attention at T3 | ||||||||||||||||
| Parent report | SL > D** (mother) | 4.52 | 1.43 | 14.24 | SL > IM† (mother) | 2.00 | 0.97 | 4.11 | IM > SE† (mother) | 0.46 | 0.21 | 1.03 | ||||
| IM > SE† (teacher) | 0.38 | 0.13 | 1.06 | |||||||||||||
| Teacher report | SL > D** (teacher) | 3.96 | 2.14 | 7.34 | SL > IM† (mother) | 1.49 | 0.98 | 2.28 | IM > D** (teacher) | 0.18 | 0.08 | 0.37 | IM > SE** (teacher) | 0.26 | 0.12 | 0.56 |
| Inhibitory control at T3 | ||||||||||||||||
| Parent report | SL > D* (mother) | 3.43 | 1.25 | 9.41 | IM > SE* (mother) | 0.47 | 0.23 | 0.98 | ||||||||
| SL > IM† (teacher) | 1.91 | 0.95 | 3.84 | |||||||||||||
| Teacher report | SL > D** (teacher) | 8.00 | 3.93 | 16.29 | IM > D** (teacher) | 0.12 | 0.05 | 0.28 | IM > SE** (teacher) | 0.15 | 0.07 | 0.36 | ||||
| Observed persistence | ||||||||||||||||
| Impulsivity at T3 | ||||||||||||||||
| Parent report | IM < D* (teacher) | 2.99 | 1.27 | 7.04 | IM < SE** (mother) | 2.64 | 1.26 | 5.55 | ||||||||
| Teacher report | SL < D** (teacher) | 0.09 | 0.04 | 0.22 | IM < D** (teacher) | 9.75 | 3.57 | 26.66 | IM < SE** (teacher) | 5.17 | 1.94 | 13.77 | ||||
| Anger at T3 | ||||||||||||||||
| Parent report | SL < D* (mother) | 0.33 | 0.12 | 0.92 | SL < IM* (mother) | 0.48 | 0.24 | 0.94 | IM < SE** (mother) | 2.61 | 1.28 | 5.30 | ||||
| Teacher report | SL < D** (teacher) | 0.16 | 0.08 | 0.31 | SL < IM* (mother) | 0.65 | 0.45 | 0.95 | IM < D** (teacher) | 9.57 | 4.33 | 21.18 | IM < SE** (teacher) | 7.48 | 3.26 | 17.16 |
| IM > D† (mother) | 0.55 | 0.28 | 1.07 | |||||||||||||
| Sadness at T3 | ||||||||||||||||
| Parent report | SL < D* (mother) | 0.24 | 0.08 | 0.74 | IM < D* (mother) | 3.78 | 1.16 | 12.35 | IM < SE* (mother)a | 2.33 | 1.07 | 5.07 | ||||
| Teacher report | SL < D† (teacher)b | 0.63 | 0.36 | 1.08 | SL > IM† (teacher) | 1.65 | 0.98 | 2.77 | IM < D** (teacher) | 2.63 | 1.32 | 5.24 | IM < SE** (teacher) | 3.02 | 1.49 | 6.13 |
| IM > SE* (mother)a | 0.56 | 0.34 | 0.94 | |||||||||||||
Note. Reporter for problem behaviors is indicated in parentheses after each comparison. We generated the results displayed for the T3 effects of either effortful control/impulsivity or emotion while controlling for the analogous T1 effect. There were no findings for observed persistence. Odds ratios (OR) over 1.0 indicate an increase in the likelihood of being in the group in bolded type in the heading, whereas an odds ratio less than 1.0 indicates a decrease in the likelihood of being in the bolded group. SL = stable low group; D = deteriorator group; IM = improver group; SE = stable externalizer group.
A significant finding became nonsignificant when we controlled for INT status.
A marginal finding became nonsignificant when we controlled for INT status.
p < .10.
p < .05.
p < .01.