low-risk class. In addition, all except the girls in the adolescent dual-problem class also had higher levels of aggression, lower cognitive ability, and (among boys) reading difficulties at kindergarten entry relative to youth who emerged in the low-risk class. These are descriptive associations, and hence causality cannot be inferred. These two groups differed in the area of preadolescent risk. Whereas those in class 1 (preadolescent multi-problem) were elevated on the preadolescent risk factors, youth in class 2 (adolescent dual- or multi-problem) were elevated only on preadolescent school maladjustment. These findings suggest that childhood experiences require closer attention as precursors to early sexual risk, as children with early inattention and low levels of family support may be especially at-risk for cascading school maladjustment and the initiation of sexual activity – even when youth do not experience preadolescent risks or the early initiation of substance use.
