Fifth grade school adjustment and later arrest rate: A longitudinal study of middle school antisocial boys

Three different regression models incorporating both teacher- & peer-related forms of school adjustment for fifth-grade boys were compared for their accuracy in predicting seventh grade arrest rates. Four independent measures (academic engaged time in the classroom; direct observations of child socializing with peers on the playground; teacher scale ratings of social skills; & archival school records on school disciplinary action) are evaluated for 37 antisocial & 41 at-risk boys in Eugene, OR. At seventh grade, police & court records were obtained on arrests. One model indicates that arrests follow low scores on teacher ratings of social skills, high rates of negative physical behavior on the playground, & refusals to comply with peer requests. Early screening & identification of at-risk students appear to be possible. 4 Tables, 1 Appendix, 23 References. Adapted from the source document.