Prediction of School and Behavior Problems in Children Followed from Birth to Age Eight

  • Sandra K. Mitchell
  • Helen L. Bee
  • Mary A. Hammond
  • Kathryn E. Barnard
Part of the Topics in Developmental Psychobiology book series (TDP)


For a number of years in the late 1960s and early 1970s there was astonishing agreement among those interested in child welfare that the best way to serve children’s interests was through the early detection of learning and behavior problems. This belief was due in part to the outcomes of two major longitudinal studies—the Kauai study (Werner, Bierman, & French, 1971; Werner & Smith, 1977) and the National Collaborative Perinatal Study (Broman, Nichols, & Kennedy, 1975). Both of these had demonstrated that perinatal status variables had significant, although modest, relationships with later cognitive and motor development (Smith, Flick, Ferris, & Sellman, 1972; Werner et al., 1971). Moreover, it appeared that the effects of these perinatal status variables were mediated by the quality of the environment in which the child was raised.


Behavior Problem Canonical Correlation Learning Problem Expressive Language Maternal Sensitivity 
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Copyright information

© Springer Science+Business Media New York 1985

Authors and Affiliations

  • Sandra K. Mitchell
    • 1
  • Helen L. Bee
    • 1
  • Mary A. Hammond
    • 1
  • Kathryn E. Barnard
    • 1
  1. 1.School of Nursing and Child Development and Mental Retardation CenterUniversity of WashingtonSeattleUSA

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