Table 1. Description of the sample At age 5 (N = 378) Age (years); M (SD) 5.7 (0.4) Age mother (years) M (SD) 39.0 (3.9) Age father (years); M (SD) 41.0 (5.5) Sex, % Male 47.1 SES; % High 33.8 Medium-High/Medium 49.5 Medium-low/Low 16.7 Born in Spain; % Yes 97.9 Ethnicity; % Caucasian 92.6 Latino 3.7 Others 3.7 SES: Socio-Economic Status 1 Table 2. Fitting indices for 1- to 4-class GMMs N. classes AIC aBIC Class: N (weighted) Class: probability* Entropy 1 10501.9 10519.4 1: 378 - - 2 10324.4 10345.7 1: 332 1: .995 .942 2: 46 2: .920 3 10227.2 10252.3 1: 30 1: .966 .933 2: 40 2: .927 3: 308 3: .990 4** 10127.6 10156.5 1: 58 1: .898 .930 2: 9 2: .990 3: 274 3: .982 4: 37 4: .912 Note. aBIC: Sample-Size Adjusted BIC. In bold: selected solution of GMM. *On-diagonal values for posterior probability of class membership. **Non-admissible solution (some residual covariance matrices are not positive definite) 2 Table 3. Parameter estimates for the selected 3-class model Class Process Parameter estimate (p) Intercept (basal at age 5) Linear trend (slope, change per year) 1 SCDC-Parents 5.49 (<.001) −0.03 (.810) SCDC-Teachers 10.48 (<.001) −0.59 (<.001) 2 SCDC-Parents 3.26 (<.001) 0.10 (.284) SCDC-Teachers 1.86 (<.001) 1.44 (<.001) 3 SCDC-Parents 3.09 (<.001) −0.06 (.198) SCDC-Teachers 1.50 (<.001) 0.07 (.207) Note: Covariance parameters between mean parameters were all non-statistically significant (p ≥ .246; detail not shown) In bold: statistically significant slope parameter (p < .05). Class 1: Constant problems, Class 2: School increasers, Class 3: Normative 3 Table 4. Comparison of the 3 classes for categorical outcomes at age 12 Class 1 Class 2 Class 3 Global test Class comparisons (p) (N = 30) (N = 40) (N =308) % % % 2 p 1 vs 2 2 vs 3 1 vs 3 Sex (% Male) 44.1% 68.7% 45.6% 5.81 .055 Socioeconomical status High 28.1% 28.4% 42.1% 6.94 .139 Medium-High/Medium 43.9% 55.2% 45.5% Medium-low/Low 28.0% 16.4% 12.4% Professional consultation (YES) 45.0% 48.3% 17.6% 20.17 <.001 .857 <.001 .002 Professional treatment (YES) 16.4% 24.1% 5.1% 13.79 .003 .504 .001 .018 Disruptive diagnose DSM-5* 24.5% 9.7% 5.3% 20.54 <.001 .238 .349 .003 Problems making friends 85.9% 64.2% 58.4% 10.22 .006 .035 .529 .002 Problems to keep friends 8.1% 12.9% 2.2% 7.21 .027 .613 .010 .138 *: Comparison adjusted for value at age 3; In bold: p < .05 values remaining statistically significant after “False discovery rate” correction. Class 1: Constant problems, Class 2: school increasers, Class 3: Normative 4 Table 5. Comparison of the 3 classes for continuous outcomes at age 12 Class 1 Class 2 Class 3 Global test Classes 1 vs 2 Classes 2 vs 3 Classes 1 vs 3 (N = 30) (N = 40) (N = 308) M (SD) M (SD) M (SD) F p p g p g p g CGAS Global functioning* 62.9 (10.3) 67.0 (8.8) 72.6 (9.1) 16.23 <.001 .149 0.43 .003 0.62 <.001 1.06 CAS Children aggression scale* 220.5 (38.8) 223.5 (32.4) 193.5 (13.1) 18.75 <.001 .630 0.09 <.001 1.82 .001 1.59 ICU Callous-Unemotional traits total* 22.4 (10.5) 34.7 (12.6) 18.6 (8.8) 15.09 <.001 <.001 1.05 <.001 1.73 .198 0.42 CBCL DSM-Oriented scales Oppositional defiant* 58.7 (11.7) 53.8 (10.6) 48.7 (9.7) 16.53 <.001 .303 0.44 .002 0.52 <.001 1.02 Anxiety* 56.8 (12.6) 50.8 (10.1) 49.4 (9.6) 11.18 <.001 .054 0.53 .238 0.14 .005 0.75 CBCL Empirically-Based scales Anxious/Depressed* 55.3 (11.8) 50.9 (9.0) 49.6 (9.8) 12.91 <.001 .062 0.43 .149 0.13 .004 0.57 Withdrawn/Depressed* 51.9 (11.8) 49.3 (7.3) 49.5 (9.9) 6.78 <.001 .963 0.27 .342 0.02 .548 0.24 Somatic Complaints* 53.5 (12.6) 47.0 (5.7) 50.4 (10.2) 6.03 .001 .024 0.70 .004 0.35 .257 0.30 Social Problems 59.5 (16.8) 51.9 (9.8) 49.5 (8.8) 3.55 .030 .092 0.57 .239 0.27 .015 0.27 Thought Problems 57.2 (16.9) 53.0 (13.9) 49.6 (8.7) 2.60 .076 Attention Problems* 61.6 (11.1) 55.5 (12.3) 48.4 (8.5) 19.05 <.001 .143 0.52 .006 0.79 <.001 1.50 Rule-Breaking Behavior 58.7 (13.5) 51.6 (13.6) 49.0 (9.2) 6.65 .002 .042 0.52 .255 0.26 <.001 1.00 Aggressive Behavior* 60.3 (12.1) 54.2 (11.4) 48.6 (9.5) 28.92 <.001 .112 0.52 .001 0.57 <.001 1.20 Internalizing problems* 54.5 (12.9) 49.3 (8.4) 49.7 (9.6) 14.74 <.001 .069 0.49 .901 0.04 .045 0.48 Externalizing problems* 60.4 (12.1) 53.8 (12.3) 48.6 (9.4) 26.87 <.001 .102 0.54 .003 0.53 <.001 1.22 Total problems * 60.6 (13.3) 53.1 (9.7) 48.8 (9.2) 31.62 <.001 .035 0.66 .001 0.46 <.001 1.22 SDQ Teachers Emotional problems* 2.2 (1.8) 2.8 (2.2) 1.2 (1.8) 12.36 <.001 .127 0.31 <.001 0.88 .005 0.55 Conduct problems* 2.0 (1.9) 3.3 (1.9) 0.7 (1.1) 36.50 <.001 <.001 0.70 <.001 2.16 .008 1.08 Hiperactivity-inattention* 5.4 (2.9) 5.6 (3.1) 1.8 (2.1) 37.06 <.001 .450 0.09 <.001 1.70 <.001 1.61 Peer problems* 1.9 (1.5) 2.4 (2.4) 1.0 (1.5) 6.13 .001 .281 0.25 .003 0.83 .009 0.57 Prosocial behavior* 3.2 (2.5) 5.0 (2.3) 1.9 (1.9) 20.91 <.001 .003 0.77 <.001 1.58 .013 0.68 Total difficulties* 11.4 (5.3) 14.1 (5.8) 4.7 (4.5) 41.66 <.001 .012 0.48 <.001 2.03 <.001 1.47 SDQ Parents 5 Emotional problems* 1.4 (1.7) 0.8 (1.1) 1.0 (1.4) 3.35 .020 .130 0.42 .590 0.12 .188 0.29 Conduct problems* 1.4 (1.5) 1.1 (1.2) 0.8 (1.1) 16.75 <.001 .589 0.17 .063 0.34 .062 0.54 Hiperactivity-inattention* 4.6 (2.5) 3.6 (2.9) 2.0 (1.9) 23.90 <.001 .362 0.36 .005 0.83 <.001 1.37 Peer problems* 1.8 (1.7) 0.9 (1.7) 0.7 (1.2) 4.13 .007 .138 0.54 .404 0.22 .009 0.95 Prosocial behavior* 2.3 (1.4) 1.6 (1.5) 1.1 (1.3) 6.50 <.001 .108 0.49 .085 0.35 <.001 0.88 Total difficulties* 9.2 (5.2) 6.5 (5.1) 4.4 (3.9) 26.01 <.001 .118 0.53 .016 0.54 <.001 1.22 *: Comparison adjusted for value at age 3; In bold: p < .05 values remaining statistically significant after “False discovery rate” correction; g: Hedges‘g effect size. Class 1: Constant problems, Class 2: school increasers, Class 3: Normative 6