Longitudinal Prediction of the School Achievement, Adjustment, and Delinquency of Antisocial Versus At-Risk Boys

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Abstract
This study investigated the efficacy of selected home and school setting variables as predictors of school achievement, adjustment, and delinquency in an ongoing longitudinal study of antisocial and at-risk boys (Patterson, 1983; Walker, Shinn, O'Neill, & Ramsey, 1987). Three construct scores (one derived primarily from school data sources and two from home setting data sources) along with two discrete observation codes recorded on families served as predictors in this study. Criterion variables to be predicted included math, reading, total achievement, receiving special education services, and delinquency. The predictor variables were all recorded when the subjects were in the fourth grade; the criterion variables were recorded when they were in the seventh grade. The resulting multiple Rs ranged from .50 for delinquency to .81 for math achievement. No more than two predictor variables were used in each of the regression analyses. Results are discussed in terms of the importance of assessing both the school and home environments of students at risk for behavioral adjustment problems that involve antisocial behavior patterns.