Table 2.

Studies in Early and Middle Childhood to Early Adolescent Samples

1st Author(s)	Year	Sample	Female N	Age	Behavior Assessed (Reporter)	Childhood Onset Modeling	Adol: Child Onset	M/F Separate (Y/N)	Trajectories/Groups n (%)
Côté et al.	2001	2/3 community, 1/3 high risk -Quebec, public school sample -Mostly White -1/3 had high disruptive behaviors at age 5	885	6-12	Disruptive behavior (SBQa items– Teacher)	Semi- parametric modeling	N/A	Y	1. High 12 (1.4%) 2. Medium-High 85 (9.6%) 3. Medium 280 (31.6%) 4. Low 508 (57.4%)
Broidy et al.	2003	Community -Quebec sample, representative -Middle class	1000	6-12	Physical Aggression (3 itemsb – Teacher)	Semi- parametric modeling	N/A	Y	1. High stable 30 (3%) 2. High desisting 120 (12%) 3. Low stable 330 (33%) 4. Very low stable 520 (52%)
		Community -New Zealand birth cohort (Christchurch)	630	7-13	Physical Aggression (3 itemsc – Teacher)	Semi- parametric modeling	N/A	Y	1. High stable 63 (10%) 2. Low stable 302 (48%) 3. Very low stable 265 (42%)
		Community -New Zealand birth cohort (Dunedin)	502	7-13	Physical Aggression (2 itemsd – Teacher)	Semi- parametric modeling	N/A	Y	1. Moderate desisting 216 (43%) 2. Very low stable 286 (57%)
		Community -Child Development Project -19% Minority	281	5-12	Physical Aggression (4 itemse – Teacher)	Semi- parametric modeling	N/A	Y	1. High stable 28 (10%) 2. Low stable 124 (44%) 3. Very low stable 129 (46%)
Harachi et al.	2006	Community -U.S. Northwest -81% Caucasian -7% Asian/Pacific Islander	461	7-13	Aggressive Behavior (Itemsa from TOCA, CBCL – Teacher)	Semi- parametric modeling	N/A	Y	1. High 48 (10.4%) 2. Moderate 62 (13.4%) 3. Low 147 (31.9%) 4. None 204 (44.3%)
Fontaine et al.	2008	2/3 community, 1/3 high risk -Quebec, public school sample -Mostly White -1/3 had high disruptive behaviors at age 5	881	6-12	Physical Aggression (SBQ – Teacher)	Semi- parametric modeling	N/A	Y	1. High declining 79 (8.9%) 2. Moderate 409 (46.4%) 3. None 393 (44.6%)
Joussemet et al.	2008	Community -Quebec sample, representative -Race/ethnicity not given -Middle class	996	6-12	Physical Aggression (SBQ –Teacher)	Semi- parametric modeling	N/A	N	1. High 10 (1%) 2. Moderate 70 (7%) 3. Low 438 (44%) 4. Never 478 (48%)
Barker & Maughan	2009	Community -Avon, England -96% Caucasian	3537	4-13	Conduct Problems (SDQb – Parent)	Growth mixture modeling	1.5:1	N	1. Early-onset persistent 292(8.3%) 2.Childhood Limited 499 (14.1%) 3. Adolescent onset 417 (11.8%) 4. Low 2327 (65.8%)
Campbell et al.	2010	Community -NICHD -Multi-site -24% Minority -Mid/upper SESc	533	6-12	Aggressive Behavior (TRF – Teacher)	Semi- parametric modeling	N/A	Y	1. High variable 24 (4.5%) 2. Low Stable 81 (15.2%) 3. No aggression 428 (80.3%)

^aSBQ = Social Behavior Questionnaire (Tremblay et al., 1991).

^bFights with others, bullies/intimidates others, kicks/bites/hits others.

^cFrequently fights with other children,bullies other children, temper outbursts.

^dFrequently fights with other children, bullies other children.

^eCruelty/bullying/meanness to others, fights with others, physically attacks people, threatens people.

^aFights, is cruel or mean to others, threatens people, yells at others.

^bSDQ = Strengths and Difficulties Questionnaire (Goodman, 2001).

^cSES = Socioeconomic status.