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 strengths among a population of children typically only differentiated by severity of maladaptive behaviors may offer insight into academic resiliency. Using a sample of 676 elementary school students identified as behaviorally at risk, latent class analysis of reading and math indicators was conducted. Results indicated a three-class structure was the best fit for these data, with Class 1 (25%) having the least academic risk, Class 2 (37%) as below average reading and math, and Class 3 (38%) with significant academic deficits. Class membership was found to significantly predict end of year statewide assessment performance. While those behaviorally at-risk students with co-occurring academic deficits were very likely to fail the end of year assessments (Class 3; 88%–99% failure rates), those with stronger academic skills (Class 1) were increasingly more likely to pass (47%–56% pass rates). Practical implications, including intervention selection, and future directions are discussed.

中文翻译：

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有行为问题风险的儿童学业技能的经验派生子类以及与远期学业成绩的关联

具有早期行为风险指标的学生有可预测的负面结果，而那些同时存在学业问题的学生则有明显更多的负面结果。确定具有行为风险的学生的学术子类可以为综合干预和以学校为基础的问题解决团队提供信息。此外，在通常仅根据适应不良行为的严重程度区分的儿童群体中确定学业优势可能有助于深入了解学业弹性。使用 676 名被确定为有行为风险的小学生样本，对阅读和数学指标进行了潜在班级分析。结果表明，三级结构最适合这些数据，第 1 类 (25%) 的学业风险最低，第 2 类 (37%) 的阅读和数学低于平均水平，和 3 类 (38%) 有显着的学业缺陷。班级成员被发现显着预测年终全州评估表现。虽然那些同时出现学业缺陷的行为有风险的学生很可能无法通过年终评估（第 3 类；88%–99% 的失败率），但那些具有较强学术技能（第 1 类）的学生更有可能通过通过（47%–56% 通过率）。讨论了实际意义，包括干预选择和未来方向。那些具有较强学术技能的人（1 级）越来越有可能通过（47%–56% 的通过率）。讨论了实际意义，包括干预选择和未来方向。那些具有较强学术技能的人（1 级）越来越有可能通过（47%–56% 的通过率）。讨论了实际意义，包括干预选择和未来方向。