Citation

Examining Relational and Academic Development Among Youth Exhibiting Conduct Problems With and Without Callous-Unemotional Traits

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Abstract:

Although childhood callous-unemotional traits often co-occur with conduct problems, disordered youth comprise a heterogeneous group that may be classified into meaningfully different subgroups with different developmental outcomes. This study aims to examine change over one school year in interpersonal and academic outcomes among 3rd grade children exhibiting conduct problems with and without callous-unemotional traits. Data were collected from child-, teacher-, and parent-reports as part of a three year school-randomized study of a school-based preventive intervention involving eighteen urban public elementary schools. Understanding differences in developmental pathways for subgroups of youth with conduct problems is critical for school interventions and policy.
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Association:
Name: American Psychology - Law Society
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http://www.ap-ls.org/


Citation:
URL: http://citation.allacademic.com/meta/p399126_index.html
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MLA Citation:

Horan, Jacqueline., Brown, Joshua., Jones, Stephanie. and Aber, J.. "Examining Relational and Academic Development Among Youth Exhibiting Conduct Problems With and Without Callous-Unemotional Traits" Paper presented at the annual meeting of the American Psychology - Law Society, Westin Bayshore Hotel, Vancouver, BC, Canada, Mar 18, 2010 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p399126_index.html>

APA Citation:

Horan, J. M., Brown, J. L., Jones, S. M. and Aber, J. L. , 2010-03-18 "Examining Relational and Academic Development Among Youth Exhibiting Conduct Problems With and Without Callous-Unemotional Traits" Paper presented at the annual meeting of the American Psychology - Law Society, Westin Bayshore Hotel, Vancouver, BC, Canada <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p399126_index.html

Publication Type: Poster
Review Method: Peer Reviewed
Abstract: Although childhood callous-unemotional traits often co-occur with conduct problems, disordered youth comprise a heterogeneous group that may be classified into meaningfully different subgroups with different developmental outcomes. This study aims to examine change over one school year in interpersonal and academic outcomes among 3rd grade children exhibiting conduct problems with and without callous-unemotional traits. Data were collected from child-, teacher-, and parent-reports as part of a three year school-randomized study of a school-based preventive intervention involving eighteen urban public elementary schools. Understanding differences in developmental pathways for subgroups of youth with conduct problems is critical for school interventions and policy.


Similar Titles:
Trajectories of Callous-Unemotional Traits in Youths: Etiology, Predictors, Outcomes, and Association with Conduct Problems

When Callous-Unemotional-Traits Come Together with Conduct Problems and When They Do Not

Predicting Externalizing Behaviors in Youth: Differential Relations of “Big Three” Personality and Callous-Unemotional Traits


 
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