Developmental epidemiological courses leading to antisocial personality disorder and violent and criminal behavior

Effects by young adulthood of a universal preventive intervention in first- and second-grade classrooms

Hanno Petras, Sheppard G. Kellam, C. Hendricks Brown, Bengt O. Muthén, Nicholas S. Ialongo, Jeanne M. Poduska

Research output: Contribution to journalArticle

101 Citations (Scopus)

Abstract

Background: Antisocial personality disorder (ASPD), violent and criminal behavior, and drug abuse disorders share the common antecedent of early aggressive, disruptive behavior. In the 1985-1986 school year teachers implemented the Good Behavior Game (GBG), a classroom behavior management strategy targeting aggressive, disruptive behavior and socializing children to the student role. From first through seventh grade the developmental trajectories of 2311 students from 19 Baltimore City Public Schools were examined. We report the GBG impact on these trajectories and ASPD and violent and criminal behavior by age 19-21. Methods: In five urban, poor to lower middle class predominately African-American areas, three to four schools were matched and within each set randomly assigned to one of three conditions: (1) GBG, (2) a reading achievement program, or (3) the standard program. Classrooms and teachers were randomly assigned to intervention or control. Measures at 19-21 included self reports and juvenile court and adult incarceration records. GBG impact was assessed via General Growth Mixture Modeling based on repeated measures of aggressive, disruptive behavior. Results: Three trajectories of aggressive, disruptive behavior were identified. By young adulthood, GBG significantly reduced the rates of ASPD and violent and criminal behavior among males in the persistent high aggressive, disruptive trajectory. Replication: A replication was implemented with the following cohort of first-grade children using the same teachers, but with diminished mentoring and monitoring. Beneficial impact was found among persistent high males through seventh grade. By young adulthood GBG effects on ASPD and violent and criminal behavior were non-significant, but generally in the hypothesized direction.

Original languageEnglish
JournalDrug and Alcohol Dependence
Volume95
Issue numberSUPPL. 1
DOIs
StatePublished - Jun 1 2008

Fingerprint

Antisocial Personality Disorder
criminality
personality disorder
adulthood
Trajectories
aggressive behavior
classroom
Students
teacher
school grade
school
Baltimore
juvenile court
drug abuse
Criminal Behavior
Monitoring
mentoring
African Americans
Self Report
Substance-Related Disorders

Keywords

  • Aggressive, disruptive behavior
  • Antisocial personality disorder
  • Classroom behavior management
  • Developmental epidemiology
  • Good Behavior Game
  • Growth mixture modeling
  • Universal prevention
  • Violence and criminal behavior

ASJC Scopus subject areas

  • Medicine(all)
  • Behavioral Neuroscience
  • Toxicology
  • Health(social science)

Cite this

Developmental epidemiological courses leading to antisocial personality disorder and violent and criminal behavior : Effects by young adulthood of a universal preventive intervention in first- and second-grade classrooms. / Petras, Hanno; Kellam, Sheppard G.; Brown, C. Hendricks; Muthén, Bengt O.; Ialongo, Nicholas S.; Poduska, Jeanne M.

In: Drug and Alcohol Dependence, Vol. 95, No. SUPPL. 1, 01.06.2008.

Research output: Contribution to journalArticle

@article{f327368ca1f947eabe030d04dfe61e0d,
title = "Developmental epidemiological courses leading to antisocial personality disorder and violent and criminal behavior: Effects by young adulthood of a universal preventive intervention in first- and second-grade classrooms",
abstract = "Background: Antisocial personality disorder (ASPD), violent and criminal behavior, and drug abuse disorders share the common antecedent of early aggressive, disruptive behavior. In the 1985-1986 school year teachers implemented the Good Behavior Game (GBG), a classroom behavior management strategy targeting aggressive, disruptive behavior and socializing children to the student role. From first through seventh grade the developmental trajectories of 2311 students from 19 Baltimore City Public Schools were examined. We report the GBG impact on these trajectories and ASPD and violent and criminal behavior by age 19-21. Methods: In five urban, poor to lower middle class predominately African-American areas, three to four schools were matched and within each set randomly assigned to one of three conditions: (1) GBG, (2) a reading achievement program, or (3) the standard program. Classrooms and teachers were randomly assigned to intervention or control. Measures at 19-21 included self reports and juvenile court and adult incarceration records. GBG impact was assessed via General Growth Mixture Modeling based on repeated measures of aggressive, disruptive behavior. Results: Three trajectories of aggressive, disruptive behavior were identified. By young adulthood, GBG significantly reduced the rates of ASPD and violent and criminal behavior among males in the persistent high aggressive, disruptive trajectory. Replication: A replication was implemented with the following cohort of first-grade children using the same teachers, but with diminished mentoring and monitoring. Beneficial impact was found among persistent high males through seventh grade. By young adulthood GBG effects on ASPD and violent and criminal behavior were non-significant, but generally in the hypothesized direction.",
keywords = "Aggressive, disruptive behavior, Antisocial personality disorder, Classroom behavior management, Developmental epidemiology, Good Behavior Game, Growth mixture modeling, Universal prevention, Violence and criminal behavior",
author = "Hanno Petras and Kellam, {Sheppard G.} and Brown, {C. Hendricks} and Muth{\'e}n, {Bengt O.} and Ialongo, {Nicholas S.} and Poduska, {Jeanne M.}",
year = "2008",
month = "6",
day = "1",
doi = "10.1016/j.drugalcdep.2007.10.015",
language = "English",
volume = "95",
journal = "Drug and Alcohol Dependence",
issn = "0376-8716",
publisher = "Elsevier Ireland Ltd",
number = "SUPPL. 1",

}

TY - JOUR

T1 - Developmental epidemiological courses leading to antisocial personality disorder and violent and criminal behavior

T2 - Effects by young adulthood of a universal preventive intervention in first- and second-grade classrooms

AU - Petras, Hanno

AU - Kellam, Sheppard G.

AU - Brown, C. Hendricks

AU - Muthén, Bengt O.

AU - Ialongo, Nicholas S.

AU - Poduska, Jeanne M.

PY - 2008/6/1

Y1 - 2008/6/1

N2 - Background: Antisocial personality disorder (ASPD), violent and criminal behavior, and drug abuse disorders share the common antecedent of early aggressive, disruptive behavior. In the 1985-1986 school year teachers implemented the Good Behavior Game (GBG), a classroom behavior management strategy targeting aggressive, disruptive behavior and socializing children to the student role. From first through seventh grade the developmental trajectories of 2311 students from 19 Baltimore City Public Schools were examined. We report the GBG impact on these trajectories and ASPD and violent and criminal behavior by age 19-21. Methods: In five urban, poor to lower middle class predominately African-American areas, three to four schools were matched and within each set randomly assigned to one of three conditions: (1) GBG, (2) a reading achievement program, or (3) the standard program. Classrooms and teachers were randomly assigned to intervention or control. Measures at 19-21 included self reports and juvenile court and adult incarceration records. GBG impact was assessed via General Growth Mixture Modeling based on repeated measures of aggressive, disruptive behavior. Results: Three trajectories of aggressive, disruptive behavior were identified. By young adulthood, GBG significantly reduced the rates of ASPD and violent and criminal behavior among males in the persistent high aggressive, disruptive trajectory. Replication: A replication was implemented with the following cohort of first-grade children using the same teachers, but with diminished mentoring and monitoring. Beneficial impact was found among persistent high males through seventh grade. By young adulthood GBG effects on ASPD and violent and criminal behavior were non-significant, but generally in the hypothesized direction.

AB - Background: Antisocial personality disorder (ASPD), violent and criminal behavior, and drug abuse disorders share the common antecedent of early aggressive, disruptive behavior. In the 1985-1986 school year teachers implemented the Good Behavior Game (GBG), a classroom behavior management strategy targeting aggressive, disruptive behavior and socializing children to the student role. From first through seventh grade the developmental trajectories of 2311 students from 19 Baltimore City Public Schools were examined. We report the GBG impact on these trajectories and ASPD and violent and criminal behavior by age 19-21. Methods: In five urban, poor to lower middle class predominately African-American areas, three to four schools were matched and within each set randomly assigned to one of three conditions: (1) GBG, (2) a reading achievement program, or (3) the standard program. Classrooms and teachers were randomly assigned to intervention or control. Measures at 19-21 included self reports and juvenile court and adult incarceration records. GBG impact was assessed via General Growth Mixture Modeling based on repeated measures of aggressive, disruptive behavior. Results: Three trajectories of aggressive, disruptive behavior were identified. By young adulthood, GBG significantly reduced the rates of ASPD and violent and criminal behavior among males in the persistent high aggressive, disruptive trajectory. Replication: A replication was implemented with the following cohort of first-grade children using the same teachers, but with diminished mentoring and monitoring. Beneficial impact was found among persistent high males through seventh grade. By young adulthood GBG effects on ASPD and violent and criminal behavior were non-significant, but generally in the hypothesized direction.

KW - Aggressive, disruptive behavior

KW - Antisocial personality disorder

KW - Classroom behavior management

KW - Developmental epidemiology

KW - Good Behavior Game

KW - Growth mixture modeling

KW - Universal prevention

KW - Violence and criminal behavior

UR - http://www.scopus.com/inward/record.url?scp=42049085081&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=42049085081&partnerID=8YFLogxK

U2 - 10.1016/j.drugalcdep.2007.10.015

DO - 10.1016/j.drugalcdep.2007.10.015

M3 - Article

VL - 95

JO - Drug and Alcohol Dependence

JF - Drug and Alcohol Dependence

SN - 0376-8716

IS - SUPPL. 1

ER -