EXTERNALIZING BEHAVIOR AND COGNITIVE-FUNCTIONING FROM PRESCHOOL TO FIRST-GRADE - STABILITY AND PREDICTORS

Examined stability and predictability of externalizing behavior proble ms in 77 boys and girls from preschool to first grade. There was a mod erate degree of stability in teacher and mother ratings of child exter nalizing behavior and child IQ from preschool to first grade, with no sex difference. When children were classified into pervasive externali zing, borderline externalizing, or comparison groups, there was very h igh stability of group status. Preschool measures explained 45% of the variance in first-grade teacher ratings of externalizing behavior. Ch ild IQ at preschool was not predictive. Teacher-identified externalizi ng problems for first graders were predicted not only from preschool c hild externalizing behavior, but also from preschool-assessed mother's authoritarian childrearing practices sand mother's parenting stress. Similar findings emerged when predicting mother ratings. A discriminan t analysis utilizing these preschool variables predicted group members hip at first grade for 95% of the cases in the pervasive externalizing and comparison groups. Implications for parent-focused intervention a re discussed.