Problem Boys in Young Adulthood: Teachers' Ratings and Twelve-Year Follow-Up.

In an earlier paper we reported that teachers' ratings of child guidance clinic children were associated with the children's global adjustment in young adulthood. Teachers' ratings, especially the peer relations measure, far surpassed other data sources in predicting general adult mental status. Other sources were developmental history, social history, family information, and psychiatric and psychological evaluations. The purposes of the present investigation were to evaluate mother-son reliability on adulthood information, and to determine whether teacher-rated behaviors of clinic boys predicted specific adult behaviors or were only globally related. Interviewed separately when sons were young adults, mothers and sons closely agreed on sons' adult behavior, with mothers somewhat underreporting sons' negative behaviors. The major finding was that one teacher-rated item,fails to get along with other children, was closely associated with a wide spectrum of adult behaviors. This was not due to the peer relations indicator serving as a global statistic reflecting general childhood impairment. It was also found that composite scores of childhood and adulthood bad conduct were significantly related to each other.