Students with early indicators of behavior risk have predictable, negative outcomes, and those with co-existing academic problems have significantly more negative outcomes. Identifying academic subclasses of students with behavior risk can inform integrated interventions and school-based problem-solving teams. In addition, identifying academic…

This study evaluated the extent to which a range of risk factors (e.g., gender, race/ethnicity, low socioeconomic status) predicted kindergarten children's likelihood of later displaying recurring psychopathology. It used multilevel logistic regression to analyze teacher ratings of frequent and recurring externalizing and internalizing problem…