Table 5.
N | Class 1: No CD 19369 |
Class 2: Rule violations 458 |
Class 3: Deceit/theft 1156 | Class 4: Aggressive 298 |
Class 5: Severe 208 |
---|---|---|---|---|---|
Parental behavioral problem | |||||
Either parent | 1 | 4 (3.0–5.3) | 4.9 (3.9–6.0) | 5.2 (3.8–7.2) | 11.8 (8.0–17.2) |
Psychiatric disorders | |||||
Mood or anxiety isorder | 1 | 2.4 (2.0–3.0) | 3.4 (3.0–3.9) | 4 (3.2–5.0) | 5.8 (4.6–7.2) |
Substance disorder | 1 | 3.4 (2.7–4.4) | 4.5 (3.9–5.1) | 4.3 (3.2–5.6) | 13 (9.5–17.9) |
Anti-social behaviors | |||||
Impulsivity | 1 | 4.1 (3.4–5.0) | 4.3 (3.8–4.9) | 4.6 (3.7–5.6) | 10.5 (8.5–12.8) |
Deceitfulness | 1 | 5.5 (3.0–9.9) | 7.3 (5.3–10.0) | 7.3 (4.5–11.8) | 10.3 (5.7–18.7) |
Disregard | 1 | 2.5 (2.0–3.1) | 3.4 (3.0–3.9) | 3 (2.4–3.7) | 4.8 (3.7–6.3) |
Unlawful behavior | 1 | 2.3 (1.7–3.1) | 5.8 (4.9–6.9) | 5.1 (3.7–7.0) | 13.0 (7.7–22.0) |
Aggression | 1 | 4.5 (3.4–5.8) | 4.8 (4.0–5.6) | 6.2 (4.7–8.2) | 9.3 (6.9–12.4) |
Adolescent life events | |||||
Child before age 18 years | 1 | 6.5 (4.5–9.3) | 1.4 (1.1–2.0) | 2.4 (1.4–4.1) | 5.2 (3.2–8.4) |
Marriage before age 17 years | 1 | 7.4 (4.1–13.7) | 0.7 (0.4–1.4) | 2.2 (0.9–5.7) | 3.2 (1.1–9.0) |
High school drop-out | 1 | 4.5 (3.5–5.8) | 1.4 (1.2–1.7) | 2.3 (1.7–3.0) | 3.7 (2.7–5.1) |
Past-year events | |||||
Fired/laid off | 1 | 1.8 (1.3–2.4) | 1.6 (1.3–1.9) | 2.1 (1.5–3.1) | 2.9 (2.0–4.2) |
Bankrupt | 1 | 2.8 (2.0–3.7) | 2.7 (2.3–3.2) | 3.7 (2.7–4.9) | 5.1 (3.5–7.5) |
Interpersonal conflict | 1 | 2 (1.5–2.6) | 2.9 (2.5–3.4) | 3.6 (2.7–4.7) | 5.8 (4.1–8.1) |
Ended relationship or marriage | 1 | 2.5 (1.8–3.5) | 1.9 (1.5–2.4) | 2.5 (1.8–3.6) | 2.9 (2.0–4.2) |
CD, Conduct disorder.
Latent classes estimated on the basis of reported symptoms at age 15 or earlier. Respondents assigned to the latent class according to posterior probability of class membership. Odds ratios were estimated in binary logistic regression models with latent class as a categorical predictor and statistical control for age and sex. Models for past-year events also included statistical control for educational attainment