A truly early starter model of antisocial behavior revisited.

This paper revisits a developmental model of the origins of early conduct problems. Several of the model's primary tenets have now been validated in two samples of at-risk children followed prospectively from infancy to school-age. In both cohorts, child, family, and sociodemographic factors all play a significant role in the development of early conduct problems. In particular, the quality of the caregiving environment during the child's second year differentiates clinical impairment according to both parent and teacher report 6 years later. We conclude by making recommendations for future studies. Research that utilizes a developmental framework, incorporates more sophisticated measurement of infant negative emotionality, and addresses the influences of neighborhood and culture, is suggested.