A latent profile analysis was applied to explore heterogeneity in the social and classroom behaviors of 224 peer-rejected elementary school students (56% White, 68% male, Grades 1–4, Mage = 8.1 years). Profile indicators included teacher ratings of social skills and problem behaviors on the Social Skills Improvement System (SSIS) and peer nominations of prosocial, aggressive, and withdrawn behavior. Four profiles emerged. Two profiles where characterized by elevated externalizing problems by peer and teacher report, one with multiple co-occurring difficulties (multiproblem, 21% of the sample) and one characterized primarily by aggression (domineering, 32% of the sample). Another profile was characterized by deficits in social skills and viewed by teachers as internalizing and disruptive (internalizing-dysregulated, 26% of the sample.) The final profile was nondistinct on teacher ratings but defined by low rates of prosocial behavior by peers (teacher preferred, 21% of the sample.) Group comparisons revealed that students in the multiproblem and internalizing-dysregulated profile classes had lower-quality relationships with teachers and more academic difficulties than students in the other two profile classes. The findings are discussed in terms of implications for identifying peer-rejected students for Tier 2 interventions and tailoring those interventions to enhance impact.

应用潜在概况分析来探索 224 名被同伴拒绝的小学生（56% 白人，68% 男性，1-4 年级，M年龄 = 8.1 岁）的社会和课堂行为的异质性。个人资料指标包括教师在社交技能改进系统中对社交技能和问题行为的评分(SSIS) 和对亲社会、攻击性和退缩行为的同行提名。出现了四个配置文件。两种配置文件的特点是同伴和老师报告的外化问题增加，一种具有多种同时出现的困难（多问题，占样本的 21%），另一种主要以攻击性为特征（霸道，占样本的 32%）。另一个档案的特点是社交技能缺陷，被教师视为内化和破坏性（内化失调，占样本的 26%）。最终的档案在教师评级上没有明显差异，但由同伴的亲社会行为率低定义（教师首选, 21% 的样本。) 小组比较显示，与其他两个概况班的学生相比，多问题和内化失调概况班的学生与教师的关系质量较低，学业困难更多。讨论了调查结果对识别被同伴拒绝的学生进行二级干预和调整这些干预以增强影响的影响。