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To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1467-8624.2007.01001.x Byline: Shannon J. Dogan (1), Rand D. Conger (1), Kee Jeong Kim (2), Katherine E. Masyn (1) Abstract: This study examined the role of adolescent perceptions of parental behavior and disrupted parenting in the continuity of antisocial behavior across generations. Participants included 430 adolescents and their biological parents assessed during the period from the 9th to 12th grades (9th grade age in years: M=15.09, SD=0.43). Structural equation modeling provided support for the mediating role of adolescent perceptions and disrupted parenting in the familial transmission of antisocial behavior. Furthermore, the results were consistent across parent and adolescent gender. The findings extend previous research by suggesting a significant role for adolescent perceptions of parents' activities in the development and growth of antisocial behavior. Results also support significant stability in antisocial tendencies over the course of adolescence. Author Affiliation: (1)University of California at Davis (2)Virginia Polytechnic Institute and State University Article note: Correspondence concerning this article should be addressed to Shannon J. Dogan, Department of Human & Community Development, University of California at Davis, Family Research Group, 202 Cousteau Place, Suite 100, Davis, CA 95616. Electronic mail may be sent to sjdogan@ucdavis.edu.

Multiple group analysis and general growth mixture modeling was used to determine whether aggressive-disruptive behavior trajectories during elementary school, and their association with young adulthood antisocial outcomes, vary by gender. Participants were assessed longitudinally beginning at age 6 as part of an evaluation of 2 school-based preventive programs. Two analogous trajectories were found for girls and boys: chronic high aggression-disruption (CHAD) and stable low aggressiondisruption (LAD). A 3rd class of low moderate aggression-disruption (LMAD) for girls and increasing aggression-disruption (lAD) for boys also was found. Girls and boys in analogous CHAD classes did not differ in trajectory level and course, but girls in the CHAD and LAD classes had lower rates of antisocial outcomes than boys. Girls with the LMAD trajectory differed from boys with the IAD trajectory. Keywords: aggression, trajectories, growth mixture modeling, multiple group comparison, gender differences

Peer victimization is common and linked to maladjustment. Prior research has typically identified four peer victimization subgroups: aggressors, victims, aggressive‐victims, and uninvolved. However, findings related to sex and racial‐ethnic differences in subgroup membership have been mixed. Using data collected in September of 2002 and 2003, this study conducted confirmatory latent class analysis of a racially‐ethnically diverse sample of 5415 sixth graders (49% boys; 50.6% Black; 20.9% Hispanic) representing two cohorts from 37 schools in four U.S. communities to replicate the four subgroups and evaluate measurement invariance of latent class indicators across cohort, sex, race‐ethnicity, and study site. Results replicated the four‐class solution and illustrated that sociodemographic differences in subgroup membership were less evident after accounting for differential item functioning. [ABSTRACT FROM AUTHOR]

Background: Previous research has demonstrated a reciprocal relationship between community violence exposure and disruptive behavior problems among youth. No study to date, however, has explored the potential interaction between violence exposure in early adolescence and genetics. Methods: We explore the gene x environment interaction's impact on teacher‐rated aggressive and impulsive behaviors. Violence exposure during the middle school years was assessed using self‐report. Genetic data collection occurred in emerging adulthood. A polygenic score was created using findings from a conduct disorder symptomatology genome‐wide association study. Results: Three longitudinal classes of teacher reported aggressive and impulsive behavior were identified. We found a significant relationship between violence exposure and class membership. There was a significant GxE interaction, such that those with below average levels of the polygenic score and who were exposed to violence were more likely to be in the moderately high aggressive and impulsive class as compared to the no to low class. Conclusions: These findings highlight the influence of genetic risk together with violence exposure on adolescent problem behavior. Although youth may have little control over the environments in which they live, interventions can and should focus on helping all youth. [ABSTRACT FROM AUTHOR]

Most applications of person-centered methodologies have relied on data-driven approaches to class enumeration. As person-centered analyses grow in popularity within organizational research, confirmatory approaches may be sought to provide more stringent theoretical tests and to formalize replication efforts. Confirmatory latent class analysis (LCA) is achieved through placement of modeling constraints, yet there is variation in the types of potential constraints and a lack of standardization in evaluating model fit in published work. This article provides a comprehensive framework for operationalizing model constraints and demonstrates confirmatory LCA via two illustrations: (a) a dual sample approach (n = 1,366 and n = 1,367 in exploratory and validation samples, respectively) and (b) confirmatory testing of a hypothesized latent class structure (n = 1,483). We depict operationalization of threshold boundary and/or equality constraints under both illustrations to generate a confirmatory latent class structure, and explain methods of model evaluation and comparison to alternative models. The confirmatory model was well supported under the dual sample approach, and partially supported under the hypothesis-driven approach. We discuss decision making at various points of model estimation and end with future methodological developments. [ABSTRACT FROM AUTHOR]

The present study examines the interaction between a polygenic score and an elementary school-based universal preventive intervention trial and its effects on a discrete-time survival analysis of time to first smoking marijuana. Research has suggested that initiation of substances is both genetically and environmentally driven (Rhee et al., Archives of general psychiatry 60:1256-1264, 2003; Verweij et al., Addiction 105:417-430, 2010). A previous work has found a significant interaction between the polygenic score and the same elementary school-based intervention with tobacco smoking (Musci et al., in press). The polygenic score reflects the contribution of multiple genes and has been shown in prior research to be predictive of smoking cessation, tobacco use, and marijuana use (Uhl et al., Molecular Psychiatry 19:50-54, 2014). Using data from a longitudinal preventive intervention study (N = 678), we examined age of first marijuana use from sixth grade to age 18. Genetic data were collected during emerging adulthood and were genotyped using the Affymetrix 6.0 microarray (N = 545). The polygenic score was computed using these data. Discrete-time survival analysis was employed to test for intervention main and interaction effects with the polygenic score. We found main effect of the polygenic score approaching significance, with the participants with higher polygenic scores reporting their first smoking marijuana at an age significantly later than controls (p = .050). We also found a significant intervention × polygenic score interaction effect at p = .003, with participants at the higher end of the polygenic score benefiting the most from the intervention in terms of delayed age of first use. These results suggest that genetics may play an important role in the age of first use of marijuana and that differences in genetics may account for the differential effectiveness of classroom-based interventions in delaying substance use experimentation. [ABSTRACT FROM AUTHOR]