Trajectories leading to school-age conduct problems.

By D. Shaw, M. Gilliom, Erin M. Ingoldsby, Dan Nagin. Developmental Psychology, 2003

700 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e59b417ecc2b50dd2d627b9ecc8260c274934e22

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Education

Citations in the corpus

Callous-unemotional features, behavioral inhibition, and parenting: independent predictors of aggression in a high-risk preschool sample (2006, unknown): “The sample was recruited from low-income families because rates of aggression are generally higher in families experiencing economic stressors (Shaw et al., 2003).”
The Development of Physical Aggression from Toddlerhood to Pre-Adolescence: A Nation Wide Longitudinal Study of Canadian Children (2006, background): “…age children (Broidy et al., 2003; Nagin & Tremblay, 1999), using at risk samples (e.g., low socioeconomic status boys; Nagin & Tremblay, 1999; Shaw et al., 2003), samples representative of specific areas (NICHD ECCRN, 2004), small samples (e.g., Hay et al., 2000) or clinically referred…”
Behavior Problem Trajectories and First-Grade Cognitive Ability and Achievement Skills: A Latent Growth Curve Analysis (2007, background): “The analysis of change in behavior problems over time is also challenging, in part because researchers often do not adequately capitalize on the longitudinal nature of their data (Raudenbush & Bryk, 2002; Singer & Willett, 2003).”
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, background): “However, the HTKS needs further construct validation against other established measures, including data on problem behaviors arising from regulatory deficits (Shaw et al., 2003).”
Finite Sample Effects in Group-Based Trajectory Models (2006, background): “However, the sample size in the Shaw et al. (2003) analysis (n= 284) is effectively larger than in Nagin and Land (1993; n= 403) in one very important respect.”
Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School (2011, background): “Similar numbers and types of trajectories of externalizing behaviors have been identified in previous research on physical aggression and suggest a model of socio-emotional development in which a child’s generalized tendencies to partake in early disruptive behaviors influence later behavior (Broidy”
General Growth Mixture Analysis with Antecedents and Consequences of Change (2010, unknown): “Motivated by developmental research (Loeber and Hay 1997; Moffitt, 1993; Patterson et al. 1989; Patterson et al. 1998), a large body of longitudinal research has identified several developmental prototypes for individuals that vary in onset and course of aggressive behavior (Broidy et al. 2003; van ”
Explaining Multiple Patterns of Offending across the Life Course and across Generations (2005, background): “…of negative child characteristics and an adverse family context increases the odds that parent and child will develop a coercive style of interaction (Patterson, Reid, and Dishion 1992) and that the child will develop persistent patterns of oppositional and aggressive behavior (Shaw et al. 2003).”
Developmental Typologies of Identity Formation and Adjustment in Female Emerging Adults: A Latent Class Growth Analysis Approach (2008, methodology): “Shaw, Gilliom, Ingoldsby, & Nagin, 2003 ).”