Decades of research have worked to define, measure and detect the types of behavior problems that interfere with children’s success in school. This approach has coalesced around behaviors that teachers can (relatively) reliably identify that serve as probabalistic indicators of risk for a wide range of adverse outcomes. However, evidence suggests that children who share a common profile of behavior problems don’t necessarily share a common cause. Identifying the sources of heterogeneity that underlie problem behaviors could help inform diverse approaches to intervention, as well as processes for identifying risk that facilitate a more customized approach to intervention for individual children.
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