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Excerpt
Farmer AD Jr, Bierman KL
J Clin Child Adolesc Psychol 31:299, 2002.
The authors investigated the relationship between attention and social skills deficits and later problems with aggressive-withdrawn behaviors in a sample of 754 children. Participants were grouped into one of four categories: aggressive and withdrawn, aggressive only, withdrawn only, and a no-problem comparison group. Children were grouped based on teacher ratings completed at the end of first grade. Children in the aggressive-withdrawn group were rated as having high levels of aggressive behavior in the home and school setting while in kindergarten. They were also rated as having problems identifying and expressing emotion, low rates of prosocial skills, attention difficulties, and lower levels of cognitive functioning. These findings persisted even when levels of aggressive and withdrawn behavior in kindergarten were controlled for. Moreover, children in this group were rejected by peers more often, had lower academic performance, and were referred for special education services more often in third grade than children in the other groups. This study provides support for early factors associated with aggressive and withdrawn behavior as well as the long-term implications of this problem.
