Developmental Trajectories of Child Sexual Behaviors on the Path of Sexual Behavioral Problems: Evidence From a Prospective Longitudinal Study
Bibliographic record
Abstract
There is little information about the onset and the developmental course of child sexual behavior problems (SBPs), including sexually intrusive behaviors (SIBs). Using data from the Vancouver Longitudinal Study on the Psychosocial Development of Children, the current study examined the presence of distinct patterns of sexual development among children. A normative sample of preschoolers ( N = 354) with a small clinical subsample were followed from age 3 to 8 with repetitive measurements of sexual behaviors using a revised version of Child Sexual Behavior Inventory. Semiparametric group-based modeling identified four distinct sexual development trajectories: the very low (10.5%), the low declining (27.8%), the moderate stable (48.3%), and the high-rate increasing (13.4%). In contrast to the other developmental trajectories found, the high-rate-increasing pattern showed that sexual behaviors became increasingly extensive after school entry. Children characterized by this developmental pattern, especially boys, were more likely to be involved in SIBs after elementary school entry than those in the other groups. Findings highlight the presence of multiple developmental trajectories of sexual development with significantly different behavioral patterns after school entry.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".