S reveal some important information regarding key HS-173 site target domains and windows of opportunity for prevention and potential intervention efforts. Social competence in early childhood emerged as a key domain due to the cascading effects that spread to other domains of behavioral adjustment over time, suggesting that programs aimed at improving the quality of social competencies may promote psychological well-being. On account of developmental cascades, an early focus on social skills may result in a high return on investment in early or strategically timed and targeted interventions designed to reduce behavioral problems (Heckman, 2006; Masten et al., 2006). In overview, cross-domain effects appear to reflect processes with significance not only for understanding the etiology and consequences of mental health problems but also for intervening to promote competence and prevent or ameliorate T0901317 biological activity symptoms (Masten et al., 2006; Rutter et al., 2006). Social competence in early childhood, as indexed by peer acceptance and ability to maintain close friendships and the like, has implications for positive behavioral adjustment across future periods of development. The delineation of the directions, timing, and processes involved in developmental cascades has implications for intervention as well as developmental theory. Results of this study extend the evidence for developmental cascades from successes (or failures) in one domain of behavior during one period of development to successes (or failures) in other domains across subsequent developmental periods, often through indirect paths. Cross-domain effects may reflect processes with significance for understanding the etiology and consequences of mental health problems and for intervening to promote competence and prevent or ameliorate symptoms of psychopathology.NIH-PA Author Manuscript NIH-PA Author Manuscript NIH-PA Author ManuscriptSupplementary MaterialRefer to Web version on PubMed Central for supplementary material.AcknowledgmentsWe thank D. Cicchetti, A. Masten, E. Schmidt, and T. Taylor. This research was supported by the Intramural Research Program of the NIH, NICHD.Dev Psychopathol. Author manuscript; available in PMC 2012 August 06.Bornstein et al.PageAppendixPair-wise covariance matrix of variables in the final model (N = 117)1 1. Externalizing behaviors, 4 years 2. Social competence, 4 years 3. Internalizing behaviors, 4 years 4. Externalizing behaviors, 10 years 5. Social competence, 10 years 6. Internalizing behaviors, 10 years 7. Externalizing behaviors, 14 years 8. Social competence, 14 years 9. Internalizing behaviors, 14 years 1.01 -.23 .49 .36 -.14 .29 .33 -.16 .18 1.01 -.17 -.23 .36 -.23 -.15 .35 -.24 .99 -.03 .03 .10 .14 -.11 .27 .96 -.34 .57 .66 -.21 .17 .93 -.46 -.17 .35 -.14 1.03 .54 -.17 .46 .95 -.06 .36 .93 -.31 .88 2 3 4 5 6 7 8NIH-PA Author Manuscript References NIH-PA Author Manuscript NIH-PA Author ManuscriptNote. All variables had been scaled by constants so that variables’ variances were all approximately equal (= 1).Achenbach, TM. Integrative guide for the 1991 CBCL/4-18, YSR, and TRF profiles. University of Vermont Department of Psychiatry; Burlington, VT: 1991a. Achenbach, TM. Manual for the Youth Self-Report and 1991 Profile. University of Vermont Department of Psychiatry; Burlington, VT: 1991b. Achenbach TM, Howell CT, McConaughy SH, Stanger C. Six-year predictors of problems in a national sample, III: Transition to young adult syndromes. Journal of the American Ac.S reveal some important information regarding key target domains and windows of opportunity for prevention and potential intervention efforts. Social competence in early childhood emerged as a key domain due to the cascading effects that spread to other domains of behavioral adjustment over time, suggesting that programs aimed at improving the quality of social competencies may promote psychological well-being. On account of developmental cascades, an early focus on social skills may result in a high return on investment in early or strategically timed and targeted interventions designed to reduce behavioral problems (Heckman, 2006; Masten et al., 2006). In overview, cross-domain effects appear to reflect processes with significance not only for understanding the etiology and consequences of mental health problems but also for intervening to promote competence and prevent or ameliorate symptoms (Masten et al., 2006; Rutter et al., 2006). Social competence in early childhood, as indexed by peer acceptance and ability to maintain close friendships and the like, has implications for positive behavioral adjustment across future periods of development. The delineation of the directions, timing, and processes involved in developmental cascades has implications for intervention as well as developmental theory. Results of this study extend the evidence for developmental cascades from successes (or failures) in one domain of behavior during one period of development to successes (or failures) in other domains across subsequent developmental periods, often through indirect paths. Cross-domain effects may reflect processes with significance for understanding the etiology and consequences of mental health problems and for intervening to promote competence and prevent or ameliorate symptoms of psychopathology.NIH-PA Author Manuscript NIH-PA Author Manuscript NIH-PA Author ManuscriptSupplementary MaterialRefer to Web version on PubMed Central for supplementary material.AcknowledgmentsWe thank D. Cicchetti, A. Masten, E. Schmidt, and T. Taylor. This research was supported by the Intramural Research Program of the NIH, NICHD.Dev Psychopathol. Author manuscript; available in PMC 2012 August 06.Bornstein et al.PageAppendixPair-wise covariance matrix of variables in the final model (N = 117)1 1. Externalizing behaviors, 4 years 2. Social competence, 4 years 3. Internalizing behaviors, 4 years 4. Externalizing behaviors, 10 years 5. Social competence, 10 years 6. Internalizing behaviors, 10 years 7. Externalizing behaviors, 14 years 8. Social competence, 14 years 9. Internalizing behaviors, 14 years 1.01 -.23 .49 .36 -.14 .29 .33 -.16 .18 1.01 -.17 -.23 .36 -.23 -.15 .35 -.24 .99 -.03 .03 .10 .14 -.11 .27 .96 -.34 .57 .66 -.21 .17 .93 -.46 -.17 .35 -.14 1.03 .54 -.17 .46 .95 -.06 .36 .93 -.31 .88 2 3 4 5 6 7 8NIH-PA Author Manuscript References NIH-PA Author Manuscript NIH-PA Author ManuscriptNote. All variables had been scaled by constants so that variables’ variances were all approximately equal (= 1).Achenbach, TM. Integrative guide for the 1991 CBCL/4-18, YSR, and TRF profiles. University of Vermont Department of Psychiatry; Burlington, VT: 1991a. Achenbach, TM. Manual for the Youth Self-Report and 1991 Profile. University of Vermont Department of Psychiatry; Burlington, VT: 1991b. Achenbach TM, Howell CT, McConaughy SH, Stanger C. Six-year predictors of problems in a national sample, III: Transition to young adult syndromes. Journal of the American Ac.
