Middle school behavioral profiles of antisocial and at‐risk control boys: Descriptive and predictive outcomes

Abstract

In this investigation we report two studies of the school behavior adjustment status of two groups of middle school‐age boys—an antisocial group (N = 39) and an at‐risk control group (N = 41). In study one, we compared the two groups on a series of behavioral measures across grades five, six, and seven that included (1) teacher ratings of social skills, (2) classroom observations, (3) playground observations, and (4) school archival records. Results indicated extremely problematic behavioral profiles for the antisocial subjects and much more favorable profiles for the at‐risk control students. The behavioral profiles for the two groups appeared to be quite consistent and stable across the middle school years with the exception that several variables (social skills ratings, attendance, math achievement, and school discipline contacts) tended to show gradually increasing negative trends for the antisocial subjects. In the second study, we used a series of selected fifth‐grade variables, derived from the four major clusters of study measures, as predictors in regression analyses of subjects' status on a series of seventh‐grade criterion measures of school success or failure. The criterion measures predicted in these analyses were reading and math achievement, school discipline contacts, attendance, and time spent within a nonregular classroom. There were low multiple Rs for reading achievement and time spent in a nonregular classroom setting. The multiple Rs for math achievement, school discipline contacts, and attendance were moderate to moderately high.