TY - JOUR
T1 - Are there stable factors in preadolescent girls' externalizing behaviors?
AU - Loeber, Rolf
AU - Pardini, Dustin A.
AU - Hipwell, Alison
AU - Stouthamer-Loeber, Magda
AU - Keenan, Kate
AU - Sembower, Mark A.
N1 - Funding Information:
Acknowledgments We are much indebted to the staff of the Pittsburgh Girls Study for their dedication and hard work in conducting the study. The study was financed by grants from the National Institute of Mental Health (MH 56630) and the National Institute on Drug Abuse (DA012237).
PY - 2009/8
Y1 - 2009/8
N2 - Relatively little is known about the factor structure of disruptive behavior among preadolescent girls. The present study reports on exploratory and confirmatory factor analyses of disruptive girl behavior over four successive data waves as rated by parents and teachers in a large, representative community sample of girls (N=2,451). Five factors were identified from parent ratings (oppositional behavior/conduct problems, inattention, hyperactivity/impulsivity, relational aggression, and callous-unemotional behaviors), and four factors were identified derived from teacher ratings (oppositional behavior/conduct problems/callous-unemotional behaviors, inattention, hyper activity impulsivity, and relational aggression). There was a high degree of consistency of items loading on equivalent factors across parent and teacher ratings. Year-to-year stability of factors between ages five and 12 was high for parent ratings (ICC=0.70 to 0.88), and slightly lower for teacher ratings (ICC=0.56 to 0.83). These findings are discussed in terms of possible adjustment to the criteria for children's disruptive behavior disorders found in the Diagnostic and Statistical Manual for Mental Disorders.
AB - Relatively little is known about the factor structure of disruptive behavior among preadolescent girls. The present study reports on exploratory and confirmatory factor analyses of disruptive girl behavior over four successive data waves as rated by parents and teachers in a large, representative community sample of girls (N=2,451). Five factors were identified from parent ratings (oppositional behavior/conduct problems, inattention, hyperactivity/impulsivity, relational aggression, and callous-unemotional behaviors), and four factors were identified derived from teacher ratings (oppositional behavior/conduct problems/callous-unemotional behaviors, inattention, hyper activity impulsivity, and relational aggression). There was a high degree of consistency of items loading on equivalent factors across parent and teacher ratings. Year-to-year stability of factors between ages five and 12 was high for parent ratings (ICC=0.70 to 0.88), and slightly lower for teacher ratings (ICC=0.56 to 0.83). These findings are discussed in terms of possible adjustment to the criteria for children's disruptive behavior disorders found in the Diagnostic and Statistical Manual for Mental Disorders.
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U2 - 10.1007/s10802-009-9320-6
DO - 10.1007/s10802-009-9320-6
M3 - Article
C2 - 19437114
AN - SCOPUS:68249141793
SN - 0091-0627
VL - 37
SP - 777
EP - 791
JO - Journal of Abnormal Child Psychology
JF - Journal of Abnormal Child Psychology
IS - 6
ER -