Attention problems versus conduct problems as 6-year predictors of signs of disturbance in a national sample.

OBJECTIVE: To test whether attention problems predicted different signs of disturbance than conduct problems over 3 and 6 years. METHOD: Gender-specific criteria for deviance on parents' ratings of attention versus conduct problems were tested as predictors of interview-reported signs of disturbance in a national sample first assessed at ages 4 to 16 years. RESULTS: Males and females deviant on both attention and conduct problems showed higher rates of several signs of disturbance than did those deviant on only one type of problem. Subjects deviant only on conduct problems showed higher rates of several signs than did controls, whereas those deviant only on attention problems exceeded controls mainly on special education services. Unaggressive "delinquent" conduct problems predicted dropping out of school, unwed pregnancy, and total signs for both genders during transitions to adulthood. CONCLUSIONS: Attention problems predict receipt of special education but contribute much less than conduct problems to predicting other signs of disturbance. Differential assessment of aggressive versus unaggressive conduct problems can improve prediction, as can gender specificity in setting criteria for deviance and in testing outcomes.

Attention problems versus conduct problems as six-year predictors of problem scores in a national sample.

OBJECTIVE: To test the extent to which attention problems, the continuation of early comorbid conduct problems, and overall initial problems account for poor outcome scores on the Child Behavior Checklist and related measures 3 and 6 years after initial assessment. METHOD: The course of attention and conduct problems was investigated in a nationally representative US sample assessed three times over 6 years, using standardized ratings of attention, conduct, and other problems and gender-specific scores for defining deviance. RESULTS: Subjects deviant on both attention and conduct problems scored significantly higher on behavior problems at outcome than did those deviant on only attention problems or conduct problems. After controlling for initial conduct problems, initial attention problems made little unique contribution to later conduct problems. Predictive patterns were similar across gender and age groups. CONCLUSIONS: Both boys and girls who show a combination of attention and conduct problems are at particular risk for the persistence of conduct problems.

Competencies and problems reported by parents of Greek and American children, ages 6-11.

This study compared parent-reported competencies and behavioral/emotional problems in demographically-matched samples of Greek and American children, ages 6-11. Parents of 356 children of each nationality completed the Child Behavior Checklist (CBCL). Competence scores were higher for American children, except on Academic Competence, where scores were higher for Greek children. Greek scores were significantly higher than American scores on the Withdrawn, Anxious/Depressed, Attention Problems, Delinquent Behavior, Aggressive Behavior, Internalizing, Externalizing, and Total Problem scales. On the Anxious/Depressed syndrome, nationality accounted for 14% of the variance. There were few main effects for sex and age and fewer interactions. The higher problem scores in the Greek sample were partly due to the tendency of Greek parents to use extreme item scores. When items were scored present v. absent, Greek scores were higher only on Withdrawn, Anxious/Depressed, Internalizing, and Total Problems, while American scores were higher on Somatic Complaints and Thought Problems. Nationality differences in rates of referral for mental health services and sample differences in exclusion criteria for prior mental health services may have contributed to differences in problem scores. Results are compared to findings from other cross-cultural studies.

Motivational readiness and the participation of children with learning and behavior problems in psychoeducational decision making.

Efficacy of a brief cognitive-affective intervention to enhance motivational readiness for participating in a psychoeducational decision-making conference was explored. Although outcomes specific to the preconference intervention were not found, findings of relevance to the hypothesized positive relationship between motivational readiness and actual participation in decision making are reported. The positive and negative findings are discussed in terms of implications for enhancing motivational readiness and for understanding the limited impact of skill training to improve participation and decision making.