Current Analysis The current analysis contains data from 3 time points: (1) 18 month lab visit; (2) 24 month home visit, and (3) the 72-month lab visit. This analysis only includes questionnaire measures on the following constructs: Maternal perception of daily parenting stress at 18- and 24-months proved to be an extremely robust predictor of later relationship quality with both mothers and teachers in first grade. The measure of parenting stress used here, the Parent Daily Hassles (Crnic & Greenberg, 1990) may have been especially relevant. The PDH is a complex, multi-faceted measure that is likely tapping several constructs at once, potentially including: 1.parental distress tolerance 2.frequency of parenting stressors 3.sense of parenting efficacy 4.difficult child behaviors ·Other measures did differentiate between the Conflict and Positive groups. Children at greatest risk for problem relationships with both mother and teacher in first grade had mothers who, when theses children were toddlers: 1.felt significantly more depressed 2.perceived their toddler as temperamentally difficult; and 3.perceived their toddler as prone to displaying higher levels of externalizing behaviors Conclusions Limitations: Exploratory analysis: This analysis was hypothesis-generating, not hypothesis-confirming. Whether or not other investigators using similar measures could obtain the same level of predictive accuracy is unknown. Questionnaires only: This analysis only made use of questionnaire data, even though a variety of behavioral and observational data is available at all relevant time points. Future analyses will attempt to broaden the model presented here to include such measures. Future Directions: Although the current analysis only contains questionnaire data, this may also be viewed as a strength, in that the measures used here could constitute an effective early childhood screening instrument if their predictive efficacy could be validated by future studies. Early childhood intervention programs, like Early Start and Head Start, could use such a screen to target intervention components more successfully and to identify those families most at risk for problematic school-age outcomes. Achenbach, T. M. (1992). Manual for the Child Behavior Checklist 2/3 and 1992 profile. Burlington, VT: University of Vermont Department of Psychiatry. Bates, A. T., Freeland, C. A., & Lounsbury, M. L. (1979). Measurement of infant difficultness. Child Development, 50, Beck, A. T. & Beamesderfer, A. (1974). Assessment of depression: The Depression Inventory. In P. Pichot (Ed.), Psychological measurement in psychopharmacology: Modern problems in pharmacopsychiatry (Vol. 7). Basel, Switzerland: Karger. Campbell, S. B. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry, 36(1), Crnic, K. A. & Greenberg, M. T. (1990). Minor parenting stresses with young children. Child Development, 61, Downey, G. & Coyne, J. C. (1990). Children of depressed parents: An integrative review. Psychological Bulletin, 108(1), Kagan, J., Snidman, N., Zentner, M., & Peterson, E. (1999). Infant temperament and anxious symptoms in school age children. Development and Psychopathology, 11, Keogh, B. K. (1994). Temperament and teacher’s views of teachability. In W. B. Carey & S. C. McDevitt (Eds.), Prevention and early intervention: Individual differences as risk factors for the mental health of children (pp ). New York: Bruner/Mazel. Martin, R. P., Olejnik, S., & Gaddis, L. (1994). Is temperament an important contributor to schooling outcomes in elementary school? Modeling effects of temperament and scholastic ability on academic achievement. In W. B. Carey & S. C. McDevitt (Eds.), Prevention and early intervention: Individual differences as risk factors for the mental health of children (pp ). New York: Bruner/Mazel. Pascoe, J. M. & Earp, J. A. (1984). The effects of mothers’ social support and life changes on the stimulation of their children in the home. American Journal of Public Health, 74(4), Pianta, R. C. & Steinberg, M. (1991). Relationship between children and kindergarten teachers: Associations with home and classroom behavior. Paper presented at the meeting for the Society for Research in Child Development: Seattle, WA. Simons, R. L., Lorenz, F. O., Wu, C., & Conger, R. D. (1993). Social network and marital support as mediators and moderators of the impact of stress and depression on parental behavior. Developmental Psychology, 29(2), Stipek, D. (1997). Success in school: For a head start in life. In L. Luthar, J. Burack, D. Cicchetti, & J. R. Weisz (Eds.), Developmental psychopathology: Perspectives on adjustment, risk, and disorder (pp ). Cambridge University Press. Webster-Stratton, C. (1990). Stress: A potential disruptor of parent perceptions and family interactions. Journal of Clinical Child Psychology, 19(4), References