2005 CESC-SSHRC Symposium
Predicting Stability and Change in
Pre-Adolescent Antisocial Behaviour
Terrance J. Wade, PhD*, Brock University
John Cairney, PhD, Centre for Addiction and Mental Health
David J. Pevalin, PhD, University of Essex
Policy Partner:
Chris Malkiewich
Ontario Secondary School Teachers Federation
* Terrance Wade is supported by the Canada Research Chairs Program
Key Learning Objectives
Examine whether children manifesting a high
level of problem behaviours also perform
poorly at school; √
Examine whether stability and change in
problem behaviour profiles over time results in
changes in educational performance; √
Identify mechanisms that may explain the
change in levels of problem behaviours to
facilitate educational success.
Previous Findings
(Presented at 2004 – CESC-SSHRC Symposium)
– Children with marked behavioural deficits are
generally the ones who perform poorly in
school and suffer increased health problems.
– Previous results confirm that these children
come from more disadvantaged family
environments and perform worse in school.
Next Step
– What factors predict movement into and out of
the highest need cluster for the purpose of
designing interventions?
Methodology
National Longitudinal Survey of Children
and Youth (NLSCY) – Statistics Canada
National Cohort of Children 4 to 7 Years
of Age (at Wave 1)
2-Year interval between Waves:
Wave 1
Wave 2
Wave 3
(Baseline)
1994
1996
1998
Methodology
Cluster Analysis Over Time
– Identification of the High Needs Group
– As children move into and out of the High
Needs Group, we have previously identified
the educational consequences of this
movement.
– Now, we want to predict what factors predict
children moving into and out of the High
Needs Group.
Cluster Stability and Change
Over Time
High
Need
Wave 1
1994
Time
High
Need
Wave 2
1996
Cluster Stability and Change
Over Time
High
Need
Wave 1
1994
Wave 2
1996
Time
Wave 3
1998
What Predicts Cluster Stability and
Change Over Time?
Social Determinants
– Gender; Age; Mother’s education, age, and martial status;
Household income adequacy; Number of children 17 and under
in house
Parenting and Family Functioning
– Family dysfunction, Hostile parenting, Positive parent-child
interaction, Maternal depression
Extra-Curricular Activities and Mentoring
– Sports with a coach, Sports without a coach, Art/Music lessons,
Clubs and activities
Homework and Parental Assistance
– Frequency of assigned homework, Time spent doing homework,
Parent helping and checking homework
Wave 1 to Wave 2 Summary
(1994 to 1996)
Stability in the Highest Needs Cluster
– Background (1994)
None
– Change (1994 to 1996)
Single Parent, hostile parenting, maternal depression
Transition Into the Highest Needs Cluster
– Background (1994)
Maternal age, single parent, more children in house, hostile
parenting, parental help and checking homework
– Change (1994 to 1996)
Single parent, hostile parenting, positive parent-child
interactions, maternal depression
Wave 2 to Wave 3 Summary
(1996 to 1998)
Stability in the Highest Needs Cluster
– Background (1996)
Hostile parenting, positive parent-child interaction
– Change (1996 to 1998)
Hostile parenting, positive parent-child interaction, family
functioning
Transition Into the Highest Needs Cluster
– Background (1996)
Income adequacy, hostile parenting, positive parent-child
interaction
– Change (1996 to 1998)
Hostile parenting, family functioning
Gender Differences
Wave 1 to Wave 2
Stability in the Highest Needs Cluster
– Boys
Single parent, maternal depression
– Girls
Maternal education, hostile parenting
Transition Into the Highest Needs Cluster
– Boys
None
– Girls
None
Gender Differences
Wave 2 to Wave 3
Stability in the Highest Needs Cluster
– Boys
Single parent, income adequacy, positive parentchild interaction
– Girls
Sport activities (no coach)
Transition into the Highest Needs Cluster
– Boys
Sport activities (with coach)
– Girls
Single parent, more children living in house,
positive parent-child interaction
Key Learning Objectives…
Revisited
Identify mechanisms that may explain
the change in levels of problem
behaviours to facilitate educational
success.
– Single parent family structure.
– Hostile parenting, lack of positive parentchild interactions, family dysfunction.
– There are some distinct differences between
girls and boys.
Dissemination Record
Community
– Education Services Committee, Ontario Secondary Students
Teachers’ Federation (OSSTF) (April, 2004)
– Stars and Beyond: Students at Risk, Provincial Conference (Nov,
2004)
– OSSTF District 14 Professional Development Day (Dec, 2005)
Academic
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American Society of Criminology (Nov, 2003)
Canadian Society Epidemiology and Biostatistics (Mar, 2004)
American Psychiatric Assoc (May, 2004)
Canadian Sociology Anthropology Assoc (June, 2004)
American Society of Criminology (Nov, 2005)
Contact Us
Terry Wade
John Cairney
David Pevalin
Chris Malkiewich
twade@brocku.ca
john_cairney@camh.net
pevalin@essex.ac.uk
malkiec@osstf.on.ca