1. 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

2. 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.

3. 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?

4. 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 Wave 1 Wave 2 Wave 3(Baseline) 1994 19961998 1994 19961998

5. 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.

6. Time Wave 2 1996 Wave 1 1994 High Need Cluster Stability and Change Over Time

7. Time Wave 1 1994 Wave 3 1998 Wave 2 1996 High Need Cluster Stability and Change Over Time

8. 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

9. 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

10. 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

11. 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

12. Gender Differences Wave 2 to Wave 3 Stability in the Highest Needs Cluster –Boys Single parent, income adequacy, positive parent- child 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

13. 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 parent- child interactions, family dysfunction. –There are some distinct differences between girls and boys.

14. 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 –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)

15. Contact Us Terry Wade twade@brocku.ca twade@brocku.ca John Cairney john_cairney@camh.net john_cairney@camh.net David Pevalinpevalin@essex.ac.uk pevalin@essex.ac.uk Chris Malkiewichmalkiec@osstf.on.ca malkiec@osstf.on.ca