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This research examined growth and co-occurrence of latent developmental patterns of classroom behavior problems among young, economically disadvantaged children. A nationally representative sample ( N  = 3,827) of children was assessed for overactive and underactive behavior problems through two years of prekindergarten, kindergarten and first grade. Latent growth mixture modeling revealed three distinct subpopulations of change in overactivity and two in underactivity. A parallel-process growth mixture model showed that well-adjusted patterns of overactivity and underactivity co-occurred in the majority of the sample, whereas co-occurrence of marginal overactivity and underactivity existed in approximately 7% of the sample. Results are discussed in light of theory and implications for practice. Impact Statement Young children’s classroom behavior develops in different ways and at different rates, but some patterns of development are more common than others. In looking at children’s overactive and underactive behavior, we found that most children have fewer behavior problems from preschool through 1st grade, some have relatively moderate overactive problems that show little change over time, and a small proportion have increasingly difficult problems with overactivity and with underactivity. Even though overactivity and underactivity are distinct aspects of classroom behavior, children with increasing patterns of overactive behavior problems were more likely than expected to also show more underactivity in the classroom, and these children may require more support from parents and teachers during the early school years.

Latent Change and Co-Occurrence of Overactive and Underactive Behavior Problems in American Early Education