The impact of early behavior disturbances on academic achievement in high school.

ABSTRACT:

Background

Previous research has indicated that childhood behavioral disturbances predict lower scores on academic tests and curtail educational attainment. It is unknown which types of childhood behavioral problems are most likely to predict these outcomes.

Methods

An ethnically diverse cohort was assessed at 6 years of age for behavioral problems and IQ and at 17 years of age for academic achievement in math and reading. Of the original cohort of 823 children, 693 (84%) had complete data. Multiple regressions were used to estimate associations of attention and internalizing and externalizing problems at age 6 and with math and reading achievement at age 17, adjusting for IQ and indicators of family socioeconomic status.

Results

Adjusting for IQ, inner-city community

SUBMITTER: Breslau J 

PROVIDER: S-EPMC2778327 | biostudies-literature | 2009 Jun

REPOSITORIES: biostudies-literature