The significance of self-reported anxious symptoms in first-grade children

Nick Ialongo, Gail Edelsohn, Lisa Werthamer-Larsson, Lisa Crockett, Sheppard Kellam

Research output: Contribution to journalArticle

97 Citations (Scopus)

Abstract

It is generally believed that prior to the middle to late elementary school years children's reports of anxious symptoms represent nothing more than transient developmental phenomena. In light of the limited empirical study of this issue and its import to the allocation of mental health resources, the present study seeks to provide empirical evidence of the significance of anxious symptoms in children younger than 7. Specifically, utilizing an epidemiologically defined population of 1197 first-grade children, followed longitudinally from the fall to spring of first grade, we examine the stability, prevalence and caseness of children's self-reports of anxious symptoms. Self-reported anxious symptoms proved relatively stable over 4-month test-retest interval. In addition, they appeared to have a significant impact on academic functioning in terms of reading achievement. These findings on stability, caseness, and prevalence suggest children's self-reported anxious symptoms in the early elementary school years may have clinical significance. However, further study is necessary before firm conclusions can be drawn.

Original languageEnglish (US)
Pages (from-to)441-455
Number of pages15
JournalJournal of Abnormal Child Psychology
Volume22
Issue number4
DOIs
StatePublished - Aug 1 1994

Fingerprint

Health Resources
Self Report
Reading
Mental Health
Population

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Psychiatry and Mental health

Cite this

The significance of self-reported anxious symptoms in first-grade children. / Ialongo, Nick; Edelsohn, Gail; Werthamer-Larsson, Lisa; Crockett, Lisa; Kellam, Sheppard.

In: Journal of Abnormal Child Psychology, Vol. 22, No. 4, 01.08.1994, p. 441-455.

Research output: Contribution to journalArticle

Ialongo, Nick ; Edelsohn, Gail ; Werthamer-Larsson, Lisa ; Crockett, Lisa ; Kellam, Sheppard. / The significance of self-reported anxious symptoms in first-grade children. In: Journal of Abnormal Child Psychology. 1994 ; Vol. 22, No. 4. pp. 441-455.
@article{7922bc3d79464d94b05598d9817028ff,
title = "The significance of self-reported anxious symptoms in first-grade children",
abstract = "It is generally believed that prior to the middle to late elementary school years children's reports of anxious symptoms represent nothing more than transient developmental phenomena. In light of the limited empirical study of this issue and its import to the allocation of mental health resources, the present study seeks to provide empirical evidence of the significance of anxious symptoms in children younger than 7. Specifically, utilizing an epidemiologically defined population of 1197 first-grade children, followed longitudinally from the fall to spring of first grade, we examine the stability, prevalence and caseness of children's self-reports of anxious symptoms. Self-reported anxious symptoms proved relatively stable over 4-month test-retest interval. In addition, they appeared to have a significant impact on academic functioning in terms of reading achievement. These findings on stability, caseness, and prevalence suggest children's self-reported anxious symptoms in the early elementary school years may have clinical significance. However, further study is necessary before firm conclusions can be drawn.",
author = "Nick Ialongo and Gail Edelsohn and Lisa Werthamer-Larsson and Lisa Crockett and Sheppard Kellam",
year = "1994",
month = "8",
day = "1",
doi = "10.1007/BF02168084",
language = "English (US)",
volume = "22",
pages = "441--455",
journal = "Journal of Abnormal Child Psychology",
issn = "0091-0627",
publisher = "Springer New York",
number = "4",

}

TY - JOUR

T1 - The significance of self-reported anxious symptoms in first-grade children

AU - Ialongo, Nick

AU - Edelsohn, Gail

AU - Werthamer-Larsson, Lisa

AU - Crockett, Lisa

AU - Kellam, Sheppard

PY - 1994/8/1

Y1 - 1994/8/1

N2 - It is generally believed that prior to the middle to late elementary school years children's reports of anxious symptoms represent nothing more than transient developmental phenomena. In light of the limited empirical study of this issue and its import to the allocation of mental health resources, the present study seeks to provide empirical evidence of the significance of anxious symptoms in children younger than 7. Specifically, utilizing an epidemiologically defined population of 1197 first-grade children, followed longitudinally from the fall to spring of first grade, we examine the stability, prevalence and caseness of children's self-reports of anxious symptoms. Self-reported anxious symptoms proved relatively stable over 4-month test-retest interval. In addition, they appeared to have a significant impact on academic functioning in terms of reading achievement. These findings on stability, caseness, and prevalence suggest children's self-reported anxious symptoms in the early elementary school years may have clinical significance. However, further study is necessary before firm conclusions can be drawn.

AB - It is generally believed that prior to the middle to late elementary school years children's reports of anxious symptoms represent nothing more than transient developmental phenomena. In light of the limited empirical study of this issue and its import to the allocation of mental health resources, the present study seeks to provide empirical evidence of the significance of anxious symptoms in children younger than 7. Specifically, utilizing an epidemiologically defined population of 1197 first-grade children, followed longitudinally from the fall to spring of first grade, we examine the stability, prevalence and caseness of children's self-reports of anxious symptoms. Self-reported anxious symptoms proved relatively stable over 4-month test-retest interval. In addition, they appeared to have a significant impact on academic functioning in terms of reading achievement. These findings on stability, caseness, and prevalence suggest children's self-reported anxious symptoms in the early elementary school years may have clinical significance. However, further study is necessary before firm conclusions can be drawn.

UR - http://www.scopus.com/inward/record.url?scp=0027936804&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0027936804&partnerID=8YFLogxK

U2 - 10.1007/BF02168084

DO - 10.1007/BF02168084

M3 - Article

C2 - 7963077

AN - SCOPUS:0027936804

VL - 22

SP - 441

EP - 455

JO - Journal of Abnormal Child Psychology

JF - Journal of Abnormal Child Psychology

SN - 0091-0627

IS - 4

ER -