Table 2.
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%) |
SBQ = Social Behavior Questionnaire (Tremblay et al., 1991).
Fights with others, bullies/intimidates others, kicks/bites/hits others.
Frequently fights with other children,bullies other children, temper outbursts.
Frequently fights with other children, bullies other children.
Cruelty/bullying/meanness to others, fights with others, physically attacks people, threatens people.
Fights, is cruel or mean to others, threatens people, yells at others.
SDQ = Strengths and Difficulties Questionnaire (Goodman, 2001).
SES = Socioeconomic status.