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10.1007/s10802-014-9967-5 http://scihub22266oqcxt.onion/10.1007/s10802-014-9967-5 C4800741!4800741!25526865     free     free     free Warning: file_get_contents(https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pubmed&id=25526865&cmd=llinks): Failed to open stream: HTTP request failed! HTTP/1.1 429 Too Many Requests in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 215 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       J+Abnorm+Child+Psychol 2015 ; 43 (6): 1187-99 Nephropedia Template TP {{tp|p=25526865|t=2015. The Predictive Utility of Early Childhood Disruptive Behaviors for School-Age Social Functioning |pdf=|usr=}}{{25526865}} gab.com Text The Predictive Utility of Early Childhood Disruptive Behaviors for School-Age Social Functioning JO: J Abnorm Child Psychol http://www.kidney.de/pget.php?&tw=1&pmid=25526865 #FOAvip Research suggests that school-age children with disruptive behavior (DB) problems frequently demonstrate impaired social skills and experience rejection from peers, which plays a crucial role in the pathway to more serious antisocial behavior. A critical question is which DB problems in early childhood are prognostic of impaired social functioning in school-age children. This study examines the hypothesis that aggression in early childhood will be the more consistent predictor of compromised social functioning than inattentive, hyperactive-impulsive, or oppositional behavior. Participants included an ethnically diverse sample of 725 high-risk children from 3 geographically distinct areas followed from ages 2 to 8.5. Four latent growth models of DB from child ages 2 to 5, and potential interactions between dimensions, were used to predict latent parent and teacher ratings of school-age social dysfunction. Analyses were conducted in a multi-group format to examine potential differences between intervention and control group participants. Results showed that age 2 aggression was the DB problem most consistently associated with both parent- and teacher-rated social dysfunction for both groups. Early starting aggressive behavior may be particularly important for the early identification of children at risk for school-age social difficulties. Twit Text FOAVip The Predictive Utility of Early Childhood Disruptive Behaviors for School-Age Social Functioning ????J Abnorm Child Psychol http://www.kidney.de/pget.php?&tw=1&pmid=25526865 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=25526865 #FOAvip English Wikipedia <ref>{{Cite pmid|25526865}}</ref> The Predictive Utility of Early Childhood Disruptive Behaviors for School-Age Social Functioning #MMPMID25526865 Brennan LM; Shaw DS; Dishion TJ; Wilson MN J Abnorm Child Psychol 2015[Aug]; 43 (6): 1187-99 PMID25526865show ga Research suggests that school-age children with disruptive behavior (DB) problems frequently demonstrate impaired social skills and experience rejection from peers, which plays a crucial role in the pathway to more serious antisocial behavior. A critical question is which DB problems in early childhood are prognostic of impaired social functioning in school-age children. This study examines the hypothesis that aggression in early childhood will be the more consistent predictor of compromised social functioning than inattentive, hyperactive-impulsive, or oppositional behavior. Participants included an ethnically diverse sample of 725 high-risk children from 3 geographically distinct areas followed from ages 2 to 8.5. Four latent growth models of DB from child ages 2 to 5, and potential interactions between dimensions, were used to predict latent parent and teacher ratings of school-age social dysfunction. Analyses were conducted in a multi-group format to examine potential differences between intervention and control group participants. Results showed that age 2 aggression was the DB problem most consistently associated with both parent- and teacher-rated social dysfunction for both groups. Early starting aggressive behavior may be particularly important for the early identification of children at risk for school-age social difficulties. äThe Predictive Utility of Early Childhood Disruptive Behaviors for Sch(epmc).pdf DeepDyve Pubget Overpricing