Latent Trajectories of Peer Context Behavior Problems Across Preschool, Kindergarten, and First Grade

• In Event: Students With Disabilities and At-Risk Youth

Abstract

This paper explores latent growth trajectories of children’s behavior problems in classroom contexts characterized by peer interactions. Growth mixture modeling (GMM) was applied for a representative national sample (N = 3,827) of low-income children across 4 years of early schooling. Four trajectory classes emerged, which were differentially characterized by greater or lesser problem behaviors and by relative stability or relative change over time. Classes were associated with academic and social outcomes at 1st grade and with relative risk associated with child and family characteristics. Results are discussed in light of theory and practice.

Authors

• Paul A. McDermott, University of Pennsylvania

• Emily Michelle Weiss, University of Pennsylvania

• Michael J. Rovine, University of Pennsylvania

• Jimin Oh, University of Pennsylvania