Problematic behaviors impede young children's ability to succeed in the classroom. Examining individual patterns of behavior problems allows researchers to identify profiles of students most in need of support. This study applied latent profile analysis (LPA) among a national sample (N = 2764) of American prekindergarten children and found six distinct behavior profiles, which differed in the severity and type (underactive vs. overactive) of behavior problems and the classroom contexts in which problem behaviors arose (peer, learning, and teacher contexts). About two-thirds of children displayed positive behaviors across classroom contexts, performed well on assessments of early academic ability, and maintained positive relationships with their teachers, indicating generally appropriate adjustment to the preschool environment. Yet, 24% of children were classified into three risk profiles as they demonstrated elevated and pervasive underactive or overactive behavior problems in multiple classroom settings. Children with these profiles were deemed the most vulnerable in the sample, as those with underactive problems had the lowest academic proficiency, and those with overactive problems showed the most negative relationships with teachers and parents. Implications for practice are discussed.

中文翻译：

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美国全国学前儿童样本课堂行为问题的潜在特征分析

有问题的行为会阻碍幼儿在课堂上取得成功的能力。通过检查个人行为问题的模式，研究人员可以确定最需要支持的学生的概况。本研究在全国样本（N= 2764) 的美国学龄前儿童，发现了六种不同的行为特征，它们在行为问题的严重程度和类型（不活跃与过度活跃）以及出现问题行为的课堂环境（同伴、学习和教师环境）方面有所不同。大约三分之二的儿童在课堂环境中表现出积极的行为，在早期学业能力评估中表现良好，并与老师保持积极的关系，这表明对学前环境的总体调整是适当的。然而，24% 的儿童被归类为三种风险类型，因为他们在多个教室环境中表现出升高且普遍存在的不活跃或过度活跃的行为问题。具有这些特征的儿童被认为是样本中​​最脆弱的，因为那些问题不活跃的人学业水平最低，而那些问题过度活跃的人与老师和家长的关系最消极。讨论了对实践的影响。