Early adolescent outcomes of joint developmental trajectories of problem behavior and IQ in childhood.
General cognitive ability (IQ) and problem behavior (externalizing and internalizing problems) are variable and inter-related in children. However, it is unknown how they co-develop in the general child population and how their patterns of co-development may be related to later outcomes. We carried...
| Published in: | European Child & Adolescent Psychiatry Vol. 27; no. 12; pp. 1595 - 1606 |
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| Main Authors: | , , , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Springer Nature
Dec2018
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=133106118&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 133106118 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10188827 EJ3 jtl: European Child & Adolescent Psychiatry issn: 10188827 maglogo: N pubinfo: dt: Dec2018 vid: 27 iid: 12 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 133106118 133106118 133106118 10.1007/s00787-018-1155-7 133106118 ppf: 1595 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Early adolescent outcomes of joint developmental trajectories of problem behavior and IQ in childhood. aug: au: Flouri, Eirini Papachristou, Efstathios Midouhas, Emily Joshi, Heather Ploubidis, George B. Lewis, Glyn affil: Department of Psychology and Human Development, UCL Institute of Education, University College London, 25 Woburn Square, WC1H 0AA, London, UK sug: subj: Behavioral Symptoms In Infancy and Childhood Cognition In Infancy and Childhood Child Development Human Exploratory Research Child Aptitude Male Decision Making Bullying Victims Antisocial Personality Disorder Learning Environment Psychosocial Factors Self Concept Child Behavior Child: 6-12 years Male ab: General cognitive ability (IQ) and problem behavior (externalizing and internalizing problems) are variable and inter-related in children. However, it is unknown how they co-develop in the general child population and how their patterns of co-development may be related to later outcomes. We carried out this study to explore this. Using data from 16,844 Millennium Cohort Study children, we fitted three-parallel-process growth mixture models to identify joint developmental trajectories of internalizing, externalizing and IQ scores at ages 3-11 years. We then examined their associations with age 11 outcomes. We identified a typically developing group (83%) and three atypical groups, all with worse behavior and ability: children with improving behavior and low (but improving in males) ability (6%); children with persistently high levels of problems and low ability (5%); and children with worsening behavior and low ability (6%). Compared to typically developing children, the latter two groups were more likely to show poor decision-making, be bullies or bully victims, engage in antisocial behaviors, skip and dislike school, be unhappy and have low self-esteem. By contrast, children (especially males) in the improver group had outcomes that were similar to, or even better than, those of their typically developing peers. These findings encourage the development of interventions to target children with both cognitive and behavioral difficulties. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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