Marina Verlinden1, Pauline W Jansen2, René Veenstra3, Vincent W V Jaddoe1, Albert Hofman4, Frank C Verhulst4, Philip Shaw5, Henning Tiemeier6. 1. Erasmus Medical Center, Rotterdam, the Netherlands; Generation R Study Group, Erasmus Medical Center. 2. Erasmus Medical Center, Rotterdam, the Netherlands; Institute of Psychology, Erasmus University Rotterdam. 3. University of Groningen, the Netherlands. 4. Erasmus Medical Center, Rotterdam, the Netherlands. 5. Neurobehavioral Clinical Research Section, Social and Behavioral Research Branch, National Human Genome Research Institute, National Institutes of Health, Bethesda, MD. 6. Erasmus Medical Center, Rotterdam, the Netherlands. Electronic address: h.tiemeier@erasmusmc.nl.
Abstract
OBJECTIVE: To examine whether early manifestations of attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) increase children's later risk of bullying or victimization. METHOD: Using a population-based, prospective cohort, our multi-informant approach comprised reports of parents, teachers, and peers. ADHD and ODD behavioral problems at ages 1.5, 3, and 5 years were determined from parental reports on the Child Behavior Checklist. Later bullying behavior at school was reported by teachers using a questionnaire (n = 3,192, mean age 6.6 years), and by peer/self-reports using peer nominations (n = 1,098, mean age 7.6 years). We examined the following: whether problem behavior scores at age 1.5, 3, or 5 years predicted a risk of bullying involvement; and whether high or increasing behavioral problems throughout ages 1.5 to 5 years were associated with bullying involvement at school. Analyses were adjusted for a range of child and maternal covariates. RESULTS: Behavioral problems at a young age each predicted later bullying involvement at school. For example, higher ADHD problem scores at age 3 years were associated with the risks of becoming a bully or a bully-victim (ORBULLY = 1.20, 95% CI = 1.07-1.35 [teacher report], ORBULLY-VICTIM = 1.28, 95% CI = 1.14-1.43 [teacher report], and ORBULLY-VICTIM = 1.35, 95% CI = 1.03-1.78 [peer/self-report]). Children whose behavioral problem scores were high or increased over time consistently had elevated risks of becoming a bully or a bully-victim. CONCLUSION: Behavioral problems at a young age may predispose children to bullying involvement in early elementary school.
OBJECTIVE: To examine whether early manifestations of attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) increase children's later risk of bullying or victimization. METHOD: Using a population-based, prospective cohort, our multi-informant approach comprised reports of parents, teachers, and peers. ADHD and ODD behavioral problems at ages 1.5, 3, and 5 years were determined from parental reports on the Child Behavior Checklist. Later bullying behavior at school was reported by teachers using a questionnaire (n = 3,192, mean age 6.6 years), and by peer/self-reports using peer nominations (n = 1,098, mean age 7.6 years). We examined the following: whether problem behavior scores at age 1.5, 3, or 5 years predicted a risk of bullying involvement; and whether high or increasing behavioral problems throughout ages 1.5 to 5 years were associated with bullying involvement at school. Analyses were adjusted for a range of child and maternal covariates. RESULTS: Behavioral problems at a young age each predicted later bullying involvement at school. For example, higher ADHD problem scores at age 3 years were associated with the risks of becoming a bully or a bully-victim (ORBULLY = 1.20, 95% CI = 1.07-1.35 [teacher report], ORBULLY-VICTIM = 1.28, 95% CI = 1.14-1.43 [teacher report], and ORBULLY-VICTIM = 1.35, 95% CI = 1.03-1.78 [peer/self-report]). Children whose behavioral problem scores were high or increased over time consistently had elevated risks of becoming a bully or a bully-victim. CONCLUSION: Behavioral problems at a young age may predispose children to bullying involvement in early elementary school.
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