Externalizing behavior and cognitive functioning from preschool to first grade: Stability and predictors

Abstract

Examined stability and predictability of externalizing behavior problems in 77 boys and girls from preschool to first grade. There was a moderate degree of stability in teacher and mother ratings of child externalizing behavior and child IQ from pre-school to first grade, with no sex difference. When children were classified into pervasive externalizing, borderline externalizing, or comparison groups, there was very high stability of group status. Preschool measures explained 45% of the variance in first-grade teacher ratings of externalizing behavior. Child IQ at preschool was not predictive. Teacher-identified externalizing problems for first graders were predicted not only from preschool child externalizing behavior, but also from preschool-assessed mother's authoritarian childrearing practices and mother's parenting stress. Similar findings emerged when predicting mother ratings. A discriminant analysis utilizing these preschool variables predicted group membership at first grade for 95% of the cases in the pervasive externalizing and comparison groups. Implications for parent-focused intervention are discussed.

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