CORRELATES OF CONDUCT PROBLEMS AND DEPRESSION COMORBIDITY IN ELEMENTARY SCHOOL BOYS AND GIRLS RECEIVING SPECIAL EDUCATIONAL SERVICES     

Martine Poirier  Michle Dry  Jean Toupin  Pierrette Verlaan  Jean‐Pascal Lemelin  Jadzia Jagiellowicz 《Psychology in the schools》2015,52(4):403-418

There is limited empirical research on the correlates of conduct problems (CP) and depression comorbidity during childhood. This study investigated 479 elementary school children (48.2% girls). It compared children with comorbidity to children with CP only, depression only, and control children on individual, academic, social, and family characteristics. The study also analyzed gender differences in the associations between correlates and comorbidity. Multinomial logistic regression results revealed that children with CP and depression had higher levels of anxiety and more school difficulties than children with CP only, more social difficulties and more severe attention deficit and hyperactivity disorder (ADHD) symptoms than children with depression only, and more difficulties in all domains than control children. Girls with CP and depression presented a particularly negative profile, including lower school abilities than CP and control girls, and lower social skills and more severe ADHD symptoms than control girls.  Implications for evaluation and intervention planning are discussed.  相似文献   

LATENT CLASS ANALYSIS OF CONDUCT PROBLEMS OF ELEMENTARY STUDENTS RECEIVING SPECIAL EDUCATION SERVICES     

Jean Toupin  Michle Dry  Pierrette Verlaan  Jean‐Pascal Lemelin  Aurlie Lecocq  Jadwiga Jagiellowicz 《Psychology in the schools》2016,53(8):875-890

Students with conduct problems (CPs) may present heterogeneity in terms of behavioral manifestations and service needs. Previous studies using Latent Class Analysis (LCA) to capture this heterogeneity have been conducted mostly with community samples and have often applied a narrow definition of CP. Considering this context, this study investigated CP subgroups among elementary students with CP receiving special education services. LCA was conducted on 10 CP indices for 297 6–9 year old children. Latent CP subgroups were compared with 201 controls without CP. LCA suggests a three‐class solution based on severity of CP and context/informant reports (home/parent, school/teacher). Multinomial logistic regressions indicated that all CP subgroups differed from the control group on social competence and surgency/extraversion temperament scale in the expected direction but varied on specific personal, family, or school correlates. Interventions aimed at reducing CP should consider differences in CP subtype and in correlated risk factors.  相似文献